READ ME FIRST – Overview of EL’s Common Core Learning Targets
What We Have Created and Why

A group of 15 EL staff members wrote long-term learning targets aligned with the Common Core State
Standards for English Language Arts (K-12), Disciplinary Reading (6-12), and Math.

EL is committed to purposeful learning; to that end, learning targets are a key resource for students,
teachers, and instructional leaders. Our hope is that these targets help launch teachers into what we’ve
learned is the most powerful work: engaging students with targets during the learning process.

The Common Core State Standards (CCSS) unite us nationally. The standards, along with these longterm learning targets provide us with a common framework and language.

We offer these targets as an open educational resource (OER), intended to be shared publicly at no
charge.
Next Steps for Schools and Teachers

Determine importance and sort for long-term vs. supporting targets.
In most cases, there are more targets here than teachers can realistically instruct to and assess, and not
each target is “worthy” of being a long-term target. We suggest that leadership teams, disciplinary teams,
or grade-level teams analyze these targets to determine which ones you consider to be truly long-term
versus supporting. Reorganize them as necessary to make them yours.

Build out contextualized supporting targets and assessments, looking back at the full text of the
standard. Our intention is to offer a “clean translation” of the standards in student-friendly language to
serve as a jumping-off point for teachers when developing daily targets used with students during
instruction and formative assessment.
Resources

A specific resource we recommend is The Common Core: Clarifying Expectations for Teachers & Students
(2012), by Align Assess, Achieve, LLC and distributed through McGraw Hill. These are a series of
grade level booklets for Math, ELA, and Literacy in Science, Social Studies & Technology. They include
enduring understandings, essential questions, suggested daily-level learning targets and vocabulary
broken out by cluster and standard. Find more information at
www.mheonline.com/aaa/index.php?page=flipbooks. (Each grade-level booklet costs $15-25.)

We also recommend installing the free Common Core Standards app by MasteryConnect. It’s very
useful to have the standards at your fingertips! http://itunes.apple.com/us/app/common-corestandards/id439424555?mt=8
Quick Links
Kindergarten ELA
1st Grade ELA
2nd Grade ELA
3rd Grade ELA
4th Grade ELA
5th Grade ELA
6th Grade ELA
7th Grade ELA
8th Grade ELA
9th-10th Grade ELA
11th-12th Grade ELA
6th-8th Grade
Disciplinary Reading
9th-10th Grade
Disciplinary Reading
11th-12th Grade
Disciplinary Reading
ELA CCSS and long-term learning targets – December, 2013
ELA Common Core State Standards and Long-Term Learning Targets
Kindergarten
CCS Standards: Reading - Literature
RL.K.1. With prompting and support, ask and
answer questions about key details in a text.
Long-Term Target(s)
With support, I can ask questions about important
details in a literary text.
With support, I can answer questions about
important details in a literary text.
RL.K.2. With prompting and support, retell familiar With support, I can retell a story I know using
stories, including key details.
important details.
RL.K.3. With prompting and support, identify
With support, I can describe the characters, setting
characters, settings, and major events in a story.
and major events of a story using details.
RL.K.4. Ask and answer questions about unknown
words in a text.
RL.K.5. Recognize common types of texts (e.g.,
storybooks, poems).
RL.K.6. With prompting and support, name the
author and illustrator of a story and define the role
of each in telling the story.
RL.K.7. With prompting and support, describe the
relationship between illustrations and the story in
which they appear (e.g., what moment in a story an
illustration depicts).
RL.K.9. With prompting and support, compare and
contrast the adventures and experiences of
characters in familiar stories.
RL.K.10. Actively engage in group reading activities
with purpose and understanding.
CCS Standards: Reading – Informational Text
RI.K.1. With prompting and support, ask and
answer questions about key details in a text.
RI.K.2. With prompting and support, identify the
main topic and retell key details of a text.
I can ask questions about words I don’t know in a
literary text.
I can answer questions about words I don’t know
in a literary text.
I can identify different types of literary texts. (e.g.,
storybooks, poems).
With support, I can describe the author's job in
telling a story.
With support, I can describe the illustrator's job in
telling a story.
With support, I can make connections between
pictures and words in a story.
With support, I can compare and contrast things
that happen to characters in stories that I know.
I can actively participate in group reading activities.
Long-Term Target(s)
With support, I can ask questions about important
details in an informational text.
With support, I can answer questions about
important details in an informational text.
With support, I can identify the main topic and
details of an informational text.
ELA CCSS and long-term learning targets – December, 2013
RI.K.3. With prompting and support, describe the
connection between two individuals, events, ideas,
or pieces of information in a text.
RI.K.4. With prompting and support, ask and
answer questions about unknown words in a text.
RI.K.5. Identify the front cover, back cover, and
title page of a book.
RI.K.6. Name the author and illustrator of a text
and define the role of each in presenting the ideas
or information in a text.
RI.K.7. With prompting and support, describe the
relationship between illustrations and the text in
which they appear (e.g., what person, place, thing,
or idea in the text an illustration depicts).
RI.K.8. With prompting and support, identify the
reasons an author gives to support points in a text.
RI.K.9. With prompting and support, identify basic
similarities in and differences between two texts on
the same topic (e.g., in illustrations, descriptions, or
procedures).
RI.K.10. Actively engage in group reading activities
with purpose and understanding.
CCS Standards: Reading – Foundational Skills
RF.K.1. Demonstrate understanding of the
organization and basic features of print.
a. Follow words from left to right, top to bottom,
and page by page.
b. Recognize that spoken words are represented in
written language by specific sequences of
letters.
c. Understand that words are separated by spaces
in print.
d. Recognize and name all upper- and lowercase
letters of the alphabet.
With support, I can describe how two people,
events, and/or ideas are connected in informational
texts.
With support, I can ask questions about words I
don't know in informational texts.
With support, I can answer questions about words
I don't know in informational texts.
I can identify the front cover, back cover and title
page of an informational text.
I can describe the author's role in creating an
informational text.
I can describe the illustrator’s role in creating an
informational text.
With support, I can make connections between the
pictures and words in an informational text.
With support, I can describe details an author gives
in an informational text.
With support, I can compare and contrast
informational texts about the same topic
(illustrations, descriptions, procedures).
I can actively participate in group reading activities.
Long-Term Target(s)
I can show how words are organized and used in a
text.
a. I can follow words from left to right, top to
bottom and page by page.
b. I can describe how words I hear can be written
in letters.
c. I can identify spaces between words in print.
d. I can name all upper and lower case letters of
the alphabet
ELA CCSS and long-term learning targets – December, 2013
3
RF.K.2. Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables
in spoken words.
c. Blend and segment onsets and rimes of singlesyllable spoken words.
d. Isolate and pronounce the initial, medial vowel,
and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC)
words.1 (This does not include CVCs ending
with /l/, /r/, or /x/.)
e. Add or substitute individual sounds
(phonemes) in simple, one-syllable words to
make new words.
I can use sound patterns to read words.
a. I can identify rhyming words.
a. I can make rhyming words.
b. I can count the number of syllables in a word I
hear.
b. I can say each syllable in a word I hear.
b. I can break up words I hear into syllables.
c. I can put syllables together in words I hear.
c. I can blend onsets and rimes in one syllable
words.
c. I can identify onsets and rimes in one-syllable
words.
d. I can say the beginning, middle and end sounds
of c-v-c words.
e. I can change sounds in simple, one syllable
words to make new words.
RF.K.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Demonstrate basic knowledge of letter-sound
correspondences by producing the primary or
most frequent sound for each consonant.
b. Associate the long and short sounds with the
common spellings (graphemes) for the five
major vowels.
c. Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
RF.K.4. Read emergent-reader texts with purpose
and understanding.
Standards: Writing
I can read words using different strategies.
a. I can match consonants with the sounds they
make (say).
b. I can say the long sound for each vowel.
b. I can say the short sound for each vowel.
c. I can read common sight words in a snap. (e.g.,
the, of, to, you, she, my, is, are, do, does)
d. I can identify which letters and sounds are
different when looking at similar words.
W.K.1. Use a combination of drawing, dictating,
and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book
they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite
book is...).
I can share my thoughts and opinions about a book
using pictures and words.
I can read kindergarten texts to make meaning.
Long-Term Target(s)
ELA CCSS and long-term learning targets – December, 2013
4
W.K.2. Use a combination of drawing, dictating,
and writing to compose informative/explanatory
texts in which they name what they are writing
about and supply some information about the
topic.
W.K.3. Use a combination of drawing, dictating,
and writing to narrate a single event or several
loosely linked events, tell about the events in the
order in which they occurred, and provide a
reaction to what happened.
W.K.5. With guidance and support from adults,
respond to questions and suggestions from peers
and add details to strengthen writing as needed.
W.K.6. With guidance and support from adults,
explore a variety of digital tools to produce and
publish writing, including in collaboration with
peers.
W.K.7. Participate in shared research and writing
projects (e.g., explore a number of books by a
favorite author and express opinions about them).
W.K.8. With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer a
question.
CCS Standards: Speaking & Listening
SL.K.1. Participate in collaborative conversations
with diverse partners about kindergarten topics and
texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking
about the topics and texts under discussion).
b. Continue a conversation through multiple
exchanges.
SL.K.2. Confirm understanding of a text read aloud
or information presented orally or through other
media by asking and answering questions about key
details and requesting clarification if something is
not understood.
I can teach my reader about a topic using pictures
and words.
I can tell a story to my reader using pictures and
words.
With support from adults, I can use feedback from
peers to make my writing stronger.
With support from adults, I can revise my writing
by adding details.
With support from adults, I can use digital tools to
publish my writing.
I can participate in shared research projects.
I can participate in shared writing projects.
With support from adults, I can answer questions
about things I’ve done or learned about.
Long-Term Target(s)
I can participate in small and larger group
conversations with peers and adults about
kindergarten topics and texts.
a. I can follow our class norms when I participate
in a conversation.
b. I can build upon what others say when I
participate in a conversation.
I can ask questions when I am confused about a
text or information that has been read aloud or
shown to me.
I can answer questions to show what I know about
a text or information that has been read aloud or
shown to me.
ELA CCSS and long-term learning targets – December, 2013
5
SL.K.3. Ask and answer questions in order to seek
help, get information, or clarify something that is
not understood.
I can ask questions when I am confused.
SL.K.4. Describe familiar people, places, things,
and events and, with prompting and support,
provide additional detail.
I can describe people, places, things, and events
that I know. (with support)
SL.K.5. Add drawings or other visual displays to
descriptions as desired to provide additional detail.
SL.K.6. Speak audibly and express thoughts,
feelings, and ideas clearly.
CCS Standards: Language
L.K.1. Demonstrate command of the conventions
of standard English grammar and usage when
writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/
or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words
(interrogatives) (e.g., who, what, where, when, why,
how).
e. Use the most frequently occurring prepositions
(e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in
shared language activities.
L.K.2. Demonstrate command of the conventions
of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize the first word in a sentence and the
pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and
short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on
knowledge of sound-letter relationships.
I can answer questions to show what I know.
With support, I can use details when I speak to
send a clear message to my listener.
I can use pictures to send a clear message to my
listener.
I can speak in a loud and clear voice so my listener
can understand me.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can print many upper and lower case letters.
b. I can use common nouns and verbs.
c. I can write regular plural nouns. (e.g., dog, dogs;
wish, wishes)
d. I can use question words. (e.g., who, what, where,
when, why, how)
e. I can use common prepositions. (e.g., to, from,
in, out, on, off, for, of, by, with)
f. I can write complete sentences when working
with a group.
I can use conventions to send a clear message to
my reader.
a. I can capitalize the first word in a sentence.
a. I can capitalize the pronoun I.
b. I can identify ending punctuation marks.
c. I can write letters for consonant sounds.
c. I can write letters for short-vowel sounds.
d. I can use sound patterns to spell words I don't
know.
ELA CCSS and long-term learning targets – December, 2013
6
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.
L.K.5. With guidance and support from adults,
explore word relationships and nuances in word
meanings.
a. Sort common objects into categories (e.g.,
shapes, foods) to gain a sense of the concepts
the categories represent.
b. Demonstrate understanding of frequently
occurring verbs and adjectives by relating them
to their opposites (antonyms).
c. Identify real-life connections between words
and their use (e.g., note places at school that are
colorful).
d. Distinguish shades of meaning among verbs
describing the same general action (e.g., walk,
march, strut, prance) by acting out the meanings.
L.K.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts.
I can use a variety of strategies to read words I
don’t know.
a. I can identify new meanings for words I know.
a. I can use words I know in different ways that
make sense. (e.g., knowing duck is a bird and
learning the verb to duck).
b. I can use common beginnings and endings to
help me know what a word means. (e.g., -ed, -s,
re-, un-, pre-, -ful, -less)
I can use a variety of strategies to figure out what
words mean. (with support)
a. I can sort words into categories.
b. I can identify antonyms of common verbs and
adjectives. This means I can name the opposite
words for common verbs and adjectives.
c. I can make connections between words and
their use.
d. I can act out the meanings of similar action
verbs to show that I know the differences
between them.
I can speak using words I hear in conversations.
I can speak using words I hear in books.
ELA CCSS and long-term learning targets – December, 2013
7
ELA Common Core State Standards and Long-Term Learning Targets
Grade 1
CCS Standards: Reading - Literature
RL.1.1. Ask and answer questions about key details
in a text.
RL.1.2. Retell stories, including key details, and
demonstrate understanding of their central message
or lesson.
RL.1.3. Describe characters, settings, and major
events in a story, using key details.
Long-Term Target(s)
I can ask questions about details in a literary text.
I can answer questions about details in a literary
text.
I can retell a story, including important details.
I can explain the important message or lesson of a
story.
I can describe the characters, setting and major
events of a story using details.
RL.1.4. Identify words and phrases in stories or
poems that suggest feelings or appeal to the senses.
RL.1.5. Explain major differences between books
that tell stories and books that give information,
drawing on a wide reading of a range of text types.
RL.1.6. Identify who is telling the story at various
points in a text.
RL.1.7. Use illustrations and details in a story to
describe its characters, setting, or events.
RL.1.9. Compare and contrast the adventures and
experiences of characters in stories.
I can identify feeling and sense words in stories and
poems.
I can compare and contrast books that tell stories
and books that give information.
RL.1.10. With prompting and support, read prose
and poetry of appropriate complexity for grade 1.
CCS Standards: Reading – Informational Text
RI.1.1. Ask and answer questions about key details
in a text.
With support, I can read first grade literary texts.
RI.1.2. Identify the main topic and retell key details
of a text.
RI.1.3. Describe the connection between two
individuals, events, ideas, or pieces of information in
a text.
I can identify who is telling the story at different
places in a text.
I can use pictures and details to describe the
characters, setting and events of a story.
I can compare and contrast things that happen to
characters in stories.
Long-Term Target(s)
I can ask questions about details in informational
text.
I can answer questions about details in
informational text.
I can identify the main idea of an informational
text.
I can retell details in an informational text.
I can describe how two people, events, and/or
ideas are connected in informational texts.
ELA CCSS and long-term learning targets – December, 2013
8
RI.1.4. Ask and answer questions to help determine
or clarify the meaning of words and phrases in a
text.
RI.1.5. Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a
text.
RI.1.6. Distinguish between information provided
by pictures or other illustrations and information
provided by the words in a text.
RI.1.7. Use the illustrations and details in a text to
describe its key ideas.
RI.1.8. Identify the reasons an author gives to
support points in a text.
RI.1.9. Identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
RI.1.10. With prompting and support, read
informational texts appropriately complex for grade
1.
CCS Standards: Reading – Foundational Skills
RF.1.1. Demonstrate understanding of the
organization and basic features of print.
a. Recognize the distinguishing features of a
sentence (e.g., first word, capitalization, ending
punctuation).
RF.1.2. Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in
spoken single-syllable words.
b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in spoken singlesyllable words.
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
(phonemes).
I can ask questions about unknown words and
phrases in informational texts.
I can answer questions about unknown words and
phrases in informational texts.
I can identify features of informational text. (e.g.
headings, tables of contents, glossaries, electronic
menus, icons).
I can use text features to find important facts in
informational text.
I can compare and contrast the facts from words
and pictures in informational texts.
I can use pictures and details to describe the main
ideas of informational text.
I can identify the author's reasons that support the
main idea of an informational text.
I can compare and contrast informational texts
about the same topic.
With support, I can read first grade informational
texts.
Long-Term Target(s)
I can explain how words are organized and used in
a text.
a. I can identify the parts of a sentence.
I can use sound patterns to read words.
a. I can identify long and short vowels in onesyllable words I hear.
b. I can say one-syllable words by putting sounds
together.
c. I can say the beginning, middle and end sounds
of one- syllable words.
d. I can break up one syllable words into their
sounds.
ELA CCSS and long-term learning targets – December, 2013
9
RF.1.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Know the spelling-sound correspondences for
common consonant digraphs (two letters that
represent one sound).
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team
conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a
vowel sound to determine the number of
syllables in a printed word.
e. Decode two-syllable words following basic
patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly
spelled words.
RF.1.4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level text orally with accuracy,
appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Standards: Writing
I can use a variety of strategies to read words.
a. I can match letters and sounds for common
consonant teams. (digraph: two letters that
make one sound).
b. I can read one-syllable words that" play fair"
c. I can read long vowel words with a silent e.
c. I can read long vowel “team” words.
d. I can use vowel sounds to identify the number
of syllables in a word.
e. I can read two-syllable words that by breaking
the words into syllables.
f. I can read words with endings (ing, ed, s, es).
g. I can read high frequency words that don't
“play fair.”
W.1.1. Write opinion pieces in which they introduce
the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion,
and provide some sense of closure.
I can write an opinion piece (about a book) with a
clear topic, support for my opinion, and closure.
W.1.2. Write informative/explanatory texts in which
they name a topic, supply some facts about the
topic, and provide some sense of closure.
I can write an informational text that has a clear
topic.
I can read 1st grade level texts accurately and
fluently to make meaning.
a. I can read 1st grade level texts with purpose.
b. I can read 1st grade level texts with fluency.
c. I can use clues in the text to check my accuracy.
c. I can re-read to make sure that what I’m reading
makes sense.
Long-Term Target(s)
I can include supporting facts about a topic in an
informational text.
I can include an ending to my informational text.
ELA CCSS and long-term learning targets – December, 2013
10
W.1.3. Write narratives in which they recount two or
more appropriately sequenced events, include some
details regarding what happened, use temporal
words to signal event order, and provide some sense
of closure.
W.1.5. With guidance and support from adults,
focus on a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed.
W.1.6. With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
W.1.7. Participate in shared research and writing
projects (e.g., explore a number of “how-to” books
on a given topic and use them to write a sequence of
instructions).
W.1.8. With guidance and support from adults, recall
information from experiences or gather information
from provided sources to answer a question.
CCS Standards: Speaking & Listening
SL.1.1. Participate in collaborative conversations
with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a
time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by
responding to the comments of others through
multiple exchanges.
c. Ask questions to clear up any confusion about
the topics and texts under discussion.
SL.1.2. Ask and answer questions about key details
in a text read aloud or information presented orally
or through other media.
I can sequence at least two events in a story.
I can include details that tell what happened in my
story.
I can use transitional words and expressions in my
story.
I can include an ending for my story.
With support from adults, I can use feedback from
peers to make my writing stronger.
With support from adults, I can revise my writing
by adding details.
With support from adults, I can use digital tools to
publish my writing.
I can participate in shared research projects.
With support from adults, I can answer questions
about things I’ve done or learned about.
Long-Term Target(s)
I can participate in small and larger group
conversations with peers and adults about 1st grade
topics and texts.
a. I can follow our class norms when I participate
in a conversation.
b. I can build upon what others say when I
participate in a conversation.
c. I can ask questions so I’m clear about what is
being discussed.
I can ask questions about a text or information that
has been read aloud or shown to me.
I can answer questions to show what I know about
a text or information that has been read aloud or
shown to me.
ELA CCSS and long-term learning targets – December, 2013
11
SL.1.3. Ask and answer questions about what a
speaker says in order to gather additional
information or clarify something that is not
understood.
SL.1.4. Describe people, places, things, and events
with relevant details, expressing ideas and feelings
clearly.
SL.1.5. Add drawings or other visual displays to
descriptions when appropriate to clarify ideas,
thoughts, and feelings.
I can ask questions when I am confused or want
more information when listening to a speaker.
I can answer questions to show what I know after
listening to a speaker.
I can describe people, places, things, and events
with appropriate details.
I can use drawings or other visual displays to help
me express myself.
SL.1.6. Produce complete sentences when
appropriate to task and situation.
I can speak in complete sentences.
CCS Standards: Language
L.1.1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching
verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their,
anyone, everything).
e. Use verbs to convey a sense of past, present, and
future (e.g., Yesterday I walked home; Today I
walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and,
but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions
(e.g., during, beyond, toward).
j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can print all upper and lower case letters.
b. I can use common, proper and possessive
nouns in my writing.
c. I can write basic sentences that include nouns
and matching verbs.
d. I can use pronouns in my writing. (e.g., I, me,
my; they, them, their, anyone, everything)
e. I can use verbs to show past, present, and
future. (e.g., Yesterday I walked home; Today I walk
home; Tomorrow I will walk home)
f. I can use common adjectives in my writing.
g. I can use conjunctions in my writing. (e.g., and,
but, or, so, because)
h. I can use words that point out a specific noun
(e.g. this, that, the).
i. I can use common prepositions in my writing.
(e.g., during, beyond, toward)
j. I can write complex and compound sentences.
ELA CCSS and long-term learning targets – December, 2013
12
L.1.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single
words in a series.
d. Use conventional spelling for words with
common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
L.1.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 1 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the
meaning of a word.
c. Identify frequently occurring root words
(e.g., look) and their inflectional forms (e.g., looks,
looked, looking).
L.1.5. With guidance and support from adults,
demonstrate understanding of figurative language,
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.
I can use grammar conventions to send a clear
message to a reader.
a. I can capitalize dates and names of people.
b. I can use ending punctuation in sentences.
c. I can use commas in dates and when writing a
list.
d. I can spell grade-level words correctly.
e. I can use sound patterns to spell words I don't
know.
I can use a variety of strategies to determine what
word means.
a. I can use sentence clues to help me determine
what a word means.
b. I can use prefixes and suffixes to determine the
meaning of a word
c. I can identify common root words and their
endings.
With support, I can describe what figurative and
complex words and phrases mean.
a. I can sort words into categories.
b. I can sort words by one or more attributes.
c. I can identify real-life connection between
words and their uses.
d. I can tell the difference between similar verbs
and adjectives.
ELA CCSS and long-term learning targets – December, 2013
13
L.1.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple relationships
(e.g., because).
I can speak using words I hear in conversations.
I can speak using words I hear in books.
ELA CCSS and long-term learning targets – December, 2013
14
ELA Common Core State Standards and Long-Term Learning Targets
Grade 2
CCS Standards: Reading - Literature
RL.2.1. Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
RL.2.2. Recount stories, including fables and
folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3. Describe how characters in a story respond
to major events and challenges.
RL.2.4. Describe how words and phrases (e.g.,
regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or
song.
RL.2.5. Describe the overall structure of a story,
including describing how the beginning introduces
the story and the ending concludes the action.
RL.2.6. Acknowledge differences in the points of
view of characters, including by speaking in a
different voice for each character when reading
dialogue aloud.
RL.2.7. Use information gained from the
illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting,
or plot.
RL.2.9. Compare and contrast two or more versions
of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
RL.2.10. By the end of the year, read and
comprehend literature, including stories and poetry,
in the grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
Long-Term Target(s)
I can ask questions before, during and after reading
that help me understanding the meaning of a
literary text. (e.g.; who, what, where, when, why,
and how)
I can answer questions during and after reading to
show my understanding of a literary text.
I can retell a story using important details.
I can determine the important message, lesson or
moral in a story.
I can describe how characters in story solve
problems and overcome challenges.
I can describe how rhymes, repeated lines, and
alliteration supply rhythm and meaning in songs
and poems.
I can describe the structure of a story.
I can identify different characters' points of view in
a story.
I can speak in different voices to match the
characters’ dialogue when I read a story out loud.
I can use pictures from text to describe a story’s
characters, setting and plot.
I can compare and contrast the same story by
different authors or from different cultures. (e.g.,
Cinderella stories)
I can make meaning from 2nd grade stories and
poems.
I can read above-grade literary texts with
scaffolding and support.
ELA CCSS and long-term learning targets – December, 2013
15
CCS Standards: Reading – Informational Text
RI.2.1. Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
RI.2.2. Identify the main topic of a multi-paragraph
text as well as the focus of specific paragraphs
within the text.
RI.2.3. Describe the connection between a series of
historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
RI.2.4. Determine the meaning of words and
phrases in a text relevant to a grade 2 topic or subject
area.
RI.2.5. Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts
or information in a text efficiently.
RI.2.6. Identify the main purpose of a text, including
what the author wants to answer, explain, or
describe.
RI.2.7. Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and
clarify a text.
RI.2.8. Describe how reasons support specific points
the author makes in a text.
RI.2.9. Compare and contrast the most important
points presented by two texts on the same topic.
RI.2.10. By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
Long-Term Target(s)
I can ask questions to find information (who, what,
where, when, why and how) in text.
I can answer questions to show what I learned in
an informational text.
I can identify the main idea of each paragraph in an
informational text.
I can identify the main idea of a multi-paragraph
informational text.
I can describe the connection between events, ideas
or concepts in an informational text.
I can find the meaning of words and phrases in 2nd
grade informational texts.
I can use text features (bold, captions, subheadings,
glossaries, indexes, icons) to efficiently find facts in
informational texts.
I can identify the main idea of an informational
text.
I can explain how images help a reader make
meaning from informational texts. (e.g., a diagram
showing how a machine works)
I can describe how reasons (details) support an
author’s facts.
I can compare and contrast the most important
points in two texts on the same topic.
I can make meaning from 2nd grade informational
texts.
I can read above-grade informational texts with
scaffolding and support.
ELA CCSS and long-term learning targets – December, 2013
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CCS Standards: Reading – Foundational Skills
RF.2.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Distinguish long and short vowels when reading
regularly spelled one-syllable words.
b. Know spelling-sound correspondences for
additional common vowel teams.
c. Decode regularly spelled two-syllable words with
long vowels.
d. Decode words with common prefixes and
suffixes.
e. Identify words with inconsistent but common
spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly
spelled words.
RF.2.4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level text orally with accuracy,
appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Standards: Writing
Long-Term Target(s)
I can use a variety of strategies to read words.
a. I can identify long and short vowels in onesyllable words.
b. I can match letters and sounds for common
vowel teams.
c. I can read two-syllable words with long vowels.
d. I can read words with prefixes and suffixes.
e. I can read words that sound the way they are
spelled, even when they don’t follow a normal
pattern.
f. I can read high frequency words that don’t
“play fair.”
W.2.1. Write opinion pieces in which they introduce
the topic or book they are writing about, state an
opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect
opinion and reasons, and provide a concluding
statement or section.
W.2.2. Write informative/explanatory texts in which
they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement
or section.
I can write an opinion piece with a clear topic.
I can read 2nd grade level texts accurately and
fluently to make meaning.
a. I can read 2nd grade level texts with purpose.
b. I can read 2nd grade level texts with fluency.
c. I can use clues in the text to check my accuracy.
c. I can re-read to make sure that what I’m reading
makes sense.
Long-Term Target(s)
I can include reasons that support my opinion.
I can use linking words to connect my opinion and
reasons.
I can write an informative/explanatory text that has
a clear topic.
I can include supporting facts about a topic in an
informative/explanatory text.
I can construct a closure on the topic of an
informative/explanatory text.
ELA CCSS and long-term learning targets – December, 2013
17
W.2.3. Write narratives in which they recount a wellelaborated event or short sequence of events,
include details to describe actions, thoughts, and
feelings, use temporal words to signal event order,
and provide a sense of closure.
I can write a story that has a clear sequence of
events.
I can include details that tell what happened in my
story.
I can use transitional words and expressions in my
story.
W.2.5. With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing.
W.2.6. With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
W.2.7. Participate in shared research and writing
projects (e.g., read a number of books on a single
topic to produce a report; record science
observations).
W.2.8. Recall information from experiences or
gather information from provided sources to answer
a question.
CCS Standards: Speaking & Listening
SL.2.1. Participate in collaborative conversations
with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about
the topics and texts under discussion).
b. Build on others’ talk in conversations by linking
their comments to the remarks of others.
c. Ask for clarification and further explanation as
needed about the topics and texts under
discussion.
I can close my story.
With support, I can strengthen my writing through
revising.
With support, I can strengthen my writing through
editing.
With support, I can use digital tools to publish my
writing.
I can participate in shared research projects.
I can answer questions about things I’ve done or
learned about.
Long-Term Target(s)
I can participate in small and larger group
conversations with peers and adults about 2nd grade
topics and texts.
a. I can follow our class norms when I participate
in a conversation.
b. I can build upon what others say when I
participate in a conversation.
c. I can ask questions so I’m clear about what is
being discussed.
ELA CCSS and long-term learning targets – December, 2013
18
SL.2.2. Recount or describe key ideas or details from
a text read aloud or information presented orally or
through other media.
I can describe key ideas or details about a text or
information that has been read aloud or shown to
me.
SL.2.3. Ask and answer questions about what a
speaker says in order to clarify comprehension,
gather additional information, or deepen
understanding of a topic or issue.
I can ask questions when I am confused, to learn
new things or to deepen my understanding of a
topic when listening to a speaker.
SL.2.4. Tell a story or recount an experience with
appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
SL.2.5. Create audio recordings of stories or poems;
add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings.
SL.2.6. Produce complete sentences when
appropriate to task and situation in order to provide
requested detail or clarification.
CCS Standards: Language
L.2.1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between
them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple
and compound sentences (e.g., The boy watched the
movie; The little boy watched the movie; The action movie
was watched by the little boy).
I can answer questions to show what I know when
listening to a speaker.
I can tell a story or describe an experience using
facts and details.
I can speak clearly and use full sentences to tell a
story or describe an experience.
I can create a recording of a story or poem.
I can use drawings or other visual displays to
support what I say.
I can speak in complete sentences.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can use collective nouns. (e.g., group)
b. I can use irregular plural nouns. (e.g., feet,
children, teeth, mice, fish)
c. I can use reflexive pronouns. (e.g., myself,
ourselves)
d. I can use the past tense of irregular verbs.
(e.g., sat, hid, told)
e. I can use adjectives to describe nouns.
e. I can use adverbs to describe actions.
f. I can create, expand, and rearrange complete
simple and compound sentences.
ELA CCSS and long-term learning targets – December, 2013
19
L.2.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning
dictionaries, as needed to check and correct
spellings.
L.2.3. Use knowledge of language and its
conventions when writing, speaking, reading, or
listening.
a. Compare formal and informal uses of English.
L.2.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., addition, additional).
d. Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases.
I can use conventions to send a clear message to
my reader.
a. I can capitalize holidays, product names, and
geographic names.
b. I can use commas in greetings and closings of
letters.
c. I can use apostrophes to form contractions and
possessives.
d. I can use spelling patterns to spell words
correctly.
e. I can use resources to check and correct my
spelling.
I can express myself using language correctly.
I can compare formal and informal language.
I can use a variety of strategies to determine the
meaning of a word.
a. I can use sentence clues to help me to
determine what a word means.
b. I can use common prefixes to help me
determine what a word means.
c. I can use root words to determine what a word
means. (e.g., addition, additional)
d. I can predict the meaning of compound words
by knowing the meaning of the individual
words. (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark)
e. I can use resource materials (glossaries and
dictionaries) to help me determine the meaning
of unknown words and phrases.
ELA CCSS and long-term learning targets – December, 2013
20
L.2.5. Demonstrate understanding of figurative
language, word relationships and nuances in word
meanings.
a. Identify real-life connections between words and
their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely
related verbs (e.g., toss, throw, hurl) and closely
related adjectives (e.g., thin, slender, skinny,
scrawny).
L.2.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives and
adverbs to describe (e.g., When other kids are happy that
makes me happy).
I can describe what figurative words mean.
a. I can identify real-life connections between
words and their uses. (e.g., describe foods that are
spicy or juicy)
b. I can identify synonyms.
I can speak using words I hear in conversations.
I can speak using words I hear in books.
ELA CCSS and long-term learning targets – December, 2013
21
ELA Common Core State Standards and Long-Term Learning Targets
Grade 3
CCS Standards: Reading - 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.3.2. Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is
conveyed through key details in the text.
RL.3.3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL.3.4. Determine the meaning of words and phrases
as they are used in a text, distinguishing literal from
nonliteral language.
Long-Term Target(s)
I can ask questions to deepen my understanding
of a literary text.
I can answer questions using specific details
from literary text.
I can retell a story using key details from the text.
I can identify the main message or lesson of a
story using key details from the text.
I can describe the characters in a story (traits,
motivations, feelings).
I can explain how a character's actions contribute
to the events in the story.
I can determine the meaning of words using
clues from the story.
I can identify literal and nonliteral language in a
story.
I can use literary terms to describe parts of a
RL.3.5. Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such story or poem (e.g., chapter, scene stanza).
as chapter, scene, and stanza; describe how each
I can describe how parts of a story build on one
successive part builds on earlier sections.
another.
I can distinguish between a narrator or
RL.3.6. Distinguish their own point of view from that
character's point of view and my own.
of the narrator or those of the characters.
RL.3.7. Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects
of a character or setting).
RL.3.9. 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).
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.
I can explain how an illustration contributes to
the story (e.g., mood, tone, character, setting).
I can compare and contrast stories (themes,
setting, plots) of stories by the same author (e.g.
series books).
I can read grade-level literacy texts proficiently
and independently.
ELA CCSS and long-term learning targets – December, 2013
22
CCS Standards: Reading – Informational Text
RI.3.1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.3.2. Determine the main idea of a text; recount the
key details and explain how they support the main idea.
RI.3.3. Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps
in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
RI.3.4. Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
RI.3.5. Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
RI.3.6. Distinguish their own point of view from that
of the author of a text.
RI.3.7. Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
RI.3.8. Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a
sequence).
RI.3.9. Compare and contrast the most important
points and key details presented in two texts on the
same topic.
RI.3.10. By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, at the high end of the
grades 2–3 text complexity band independently and
proficiently.
Long-Term Target(s)
I can ask questions to deepen my understanding
of informational text.
I can answer questions using specific details
from informational text.
I can determine the main idea of an
informational text.
I can retell key ideas from an informational text.
I can describe how events, ideas, or concepts in
an informational text are related.
I can describe steps in a procedure, in the order
they should happen.
I can determine the meaning of unknown words
in informational text.
I can use text features to locate information
efficiently.
I can distinguish between my point of view and
the author's point of view.
I can use information from illustrations (maps,
photographs) to understand informational texts.
I can use information from the words to
understand informational texts.
I can make connections between specific
sentences and paragraphs and the overall text.
(e.g., comparison, cause/effect, first/second/third in a
sequence)
I can compare and contrast the main ideas and
key details in two texts on the same topic.
I can read grade-level informational texts
proficiently and independently.
ELA CCSS and long-term learning targets – December, 2013
23
CCS Standards: Reading – Foundational Skills
RF.3.3. Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Identify and know the meaning of the most
common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
RF.3.4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Standards: Writing
Long-Term Target(s)
I can use a variety of strategies to read words.
a. I can identify the meaning of common
prefixes and suffixes.
W.3.1. Write opinion pieces on topics or texts,
supporting a point of view with reasons.
a. Introduce the topic or text they are writing about,
state an opinion, and create an organizational
structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases
(e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.
I can write an opinion piece that supports a
point of view with reasons. .
a. I can introduce the topic of my opinion
piece.
a. I can create an organizational structure that
lists reasons for my opinion.
b. I can identify reasons that support my
opinion.
c. I can use linking words to connect my
opinion and reasons.
d. I can construct a concluding statement or
section for my opinion piece.
b. I can read words with common suffixes.
c. I can read words with more than one syllable.
d. I can read high-frequency words that don’t “play
fair.”
I can read 3rd grade level texts accurately and
fluently to make meaning.
a. I can read 3rd grade level texts with purpose.
b. I can read 3rd grade level texts with fluency.
c. I can use clues in the text to check my
accuracy.
c. I can re-read to make sure that what I’m
reading makes sense.
Long-Term Target(s)
ELA CCSS and long-term learning targets – December, 2013
24
W.3.2. Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
a. Introduce a topic and group related information
together; include illustrations when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, and
details.
c. Use linking words and phrases
(e.g., also, another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.
W.3.3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator
and/or characters; organize an event sequence that
unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts,
and feelings to develop experiences and events or
show the response of characters to situations.
c. Use temporal words and phrases to signal event
order.
d. Provide a sense of closure.
W.3.4. With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W.3.5. With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.
W.3.6. With guidance and support from adults, use
technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate
with others.
I can write informative/explanatory texts that
convey ideas and information clearly.
a. I can write an informative/explanatory text
that has a clear topic.
a. I can group supporting facts together about a
topic in an informative/explanatory text using
both text and illustrations.
b. I can develop the topic with facts,
definitions, and details.
c. I can use linking words and phrases to
connect ideas within categories of
information. (e.g., also, another, and, more, but)
d. I can construct a closure on the topic of an
informative/explanatory text.
I can craft narrative texts about real or imagined
experiences or events.
a. I can establish a situation.
a. I can introduce the narrator and/or
characters of my narrative.
a. I can organize events in an order that makes
sense in my narrative.
a. I can use dialogue to show the actions,
thoughts and feelings of my characters.
b. I can use descriptive words to show the
actions, thoughts and feelings of my
characters.
b. I can use transitional words and expressions
to show passage of time in a narrative text.
c. I can write a conclusion to my narrative.
With support from adults, I can produce writing
that is appropriate to task and purpose. (with
support)
With support from peers and adults, I can a the
writing process to plan, revise and edit my
writing.
With support from adults, I can use technology
to publish a piece of writing.
I can use technology to collaborate with others
on a piece of writing.
ELA CCSS and long-term learning targets – December, 2013
25
W.3.7. Conduct short research projects that build
knowledge about a topic.
W.3.8. Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
W.3.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
CCS Standards: Speaking & Listening
SL.3.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the
topics and texts under discussion).
c. Ask questions to check understanding of
information presented, stay on topic, and link their
comments to the remarks of others.
d. Explain their own ideas and understanding in light
of the discussion.
SL.3.2. Determine the main ideas and supporting
details of a text read aloud or information presented in
diverse media and formats, including visually,
quantitatively, and orally.
SL.3.3. Ask and answer questions about information
from a speaker, offering appropriate elaboration and
detail.
I can conduct a research project to become
knowledgeable about a topic.
I can recall information from experiences.
I can document what I learn about a topic by
taking notes.
I can sort evidence into provided categories.
I can adjust my writing practices for different
time frames, tasks, purposes, and audiences.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 3rd grade topics and texts.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
a. I can prepare myself to participate in
discussions.
a. I can draw on information to explore the
ideas in a discussion.
b. I can follow our class norms when I
participate in a conversation.
c. I can ask questions so I’m clear about what is
being discussed.
c. I can ask questions that are on the topic
being discussed.
c. I can connect my questions to what others
say.
d. I can explain what I understand about the
topic being discussed.
I can determine the main idea and supporting
details in text that is read aloud to me.
I can determine the main idea and supporting
details of information that is presented in visual
media and/or numbers.
I can ask questions when I am confused about
what a speaker is saying.
I can answer questions to show what I know
when listening to a speaker.
ELA CCSS and long-term learning targets – December, 2013 26
SL.3.4. Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace.
SL.3.5. Create engaging audio recordings of stories or
poems that demonstrate fluid reading at an
understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or
details.
SL.3.6. Speak in complete sentences when appropriate
to task and situation in order to provide requested
detail or clarification.
CCS Standards: Language
L.3.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will
walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.*
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex
sentences.
I can use facts and details to tell about a story or
experience.
I can speak clearly and at an understandable
pace.
I can demonstrate fluency when reading stories
or poems for an audio recording.
I can use drawings or other visual displays to
support what I say.
I can speak in complete sentences with
appropriate detail.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can explain the functions of (nouns,
pronouns, verbs, adjectives, and adverbs).
b. I can use regular and irregular plural nouns.
c. I can use abstract nouns. (e.g., childhood)
d. I can use regular and irregular verbs.
e. I can use simple verb tenses. (e.g., I walked; I
walk; I will walk)
f. I can make subjects and verbs agree in my
writing.
f. I can make pronouns and antecedents agree
in my writing.
g. I can use adjectives to describe nouns.
g. I can use adverbs to describe actions.
h. I can use coordinating and subordinating
conjunctions.
i. I can write simple, complex and compound
sentences.
ELA CCSS and long-term learning targets – December, 2013
27
L.3.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and
other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word
families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning
dictionaries, as needed to check and correct
spellings.
L.3.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the
conventions of spoken and written standard
English.
L.3.4. Determine or clarify the meaning of unknown
and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a
range of strategies.
a. Use sentence-level context as a clue to the meaning
of a word or phrase.
b. Determine the meaning of the new word formed
when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of
an unknown word with the same root (e.g., company,
companion).
d. Use glossaries or beginning dictionaries, both print
and digital, to determine or clarify the precise
meaning of key words and phrases.
I can use conventions to send a clear message to
my reader.
a. I can capitalize appropriate words in titles.
b. I can use commas in addresses.
c. I can use commas and quotation marks in
dialogue.
d. I can use possessives in my writing.
e. I can spell words that have suffixes added to
base words correctly.
f. I can use spelling patterns to spell words
correctly.
g. I can use resources to check and correct my
spelling.
I can express ideas using carefully chosen words.
I can compare how people use language when
they write versus when they talk.
I can use a variety of strategies to determine the
meaning of words and phrases.
a. I can use what the sentence says to help me
to determine what a word or phrase means.
b. I can use common prefixes to help me
determine what a word means.
(e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat)
c. I can use the meaning of root words to help
me determine the meaning of new words
with the same root. (e.g., company, companion)
d. I can use resource materials (glossaries and
dictionaries) to help me determine the
meaning of key words and phrases.
ELA CCSS and long-term learning targets – December, 2013
28
L.3.5. Demonstrate understanding of figurative
language, word relationships and nuances in word
meanings.
a. Distinguish the literal and nonliteral meanings of
words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and
their use (e.g., describe people who are
friendly or helpful).
c. Distinguish shades of meaning among related
words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).
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).
I can analyze figurative language, word
relationships, and slight differences in word
meanings.
a. I can describe the difference between literal
and non-literal meaning of words and
phrases in context. (e.g., take steps)
b. I can identify real-life connections between
words and their uses. (e.g., describe people
who are friendly or helpful)
c. I can tell the difference between related
words. (e.g., knew, believed, suspected, heard,
wondered)
I can accurately use 3rd grade academic
vocabulary to express my ideas.
ELA CCSS and long-term learning targets – December, 2013
29
ELA Common Core State Standards and Long-Term Learning Targets
Grade 4
CCS Standards: Reading - 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.4.2. Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
RL.4.3. Describe in depth a character, setting, or event
in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions).
RL.4.4. Determine the meaning of words and phrases
as they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
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.4.6. Compare and contrast the point of view from
which different stories are narrated, including the
difference between first- and third-person narrations.
RL.4.7. Make connections between the text of a story
or drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
RL.4.9. 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.
RL.4.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in the
grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Long-Term Target(s)
I can explain what a text says using specific
details from the text.
I can make inferences using specific details from
text.
I can determine the theme of a story, drama, or
poem.
I can summarize a story, drama, or poem.
I can describe a story's character, setting, or
events using specific details from the text.
I can determine word meaning in a text.
I can identify word meaning alluding from classic
mythology.
I can use literary terms to describe parts of a
story, poem, or drama (e.g., verse, rhythm,
meter, casts of characters, settings, descriptions,
dialogue, stage directions).
I can describe the differences in structure of
poems, drama and prose.
I can compare and contrast different narrators’
points of view.
I can make connections between a text and the
text's visuals.
I can compare how similar ideas and stories are
portrayed between different cultures.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
ELA CCSS and long-term learning targets – December, 2013
30
CCS Standards: Reading – Informational Text
RI.4.1. Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
RI.4.2. Determine the main idea of a text and explain
how it is supported by key details; summarize the text.
RI.4.3. Explain events, procedures, ideas, or concepts
in a historical, scientific, or technical text, including
what happened and why, based on specific information
in the text.
RI.4.4. Determine the meaning of general academic
and domain-specific words or phrases in a text relevant
to a grade 4 topic or subject area.
Long-Term Target(s)
I can explain what a text says using specific
details from the text.
I can make inferences using specific details from
the text.
I can determine the main idea using specific
details from the text.
I can summarize informational or persuasive
text.
I can explain the main points in a historical,
scientific, or technical text, using specific details
in the text.
I can determine the meaning of academic words
or phrases in an informational text.
I can determine the meaning of content words or
phrases in an informational text.
RI.4.5. Describe the overall structure (e.g., chronology, I can describe the organizational structure in
comparison, cause/effect, problem/solution) of events, informational or persuasive text (chronology,
comparison, cause/effect, problem/solution).
ideas, concepts, or information in a text or part of a
text.
I can compare and contrast a first-hand and
RI.4.6. Compare and contrast a firsthand and
second-hand account of the same event or topic.
secondhand account of the same event or topic;
describe the differences in focus and the information
provided.
RI.4.7. Interpret information presented visually, orally,
or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web
pages) and explain how the information contributes to
an understanding of the text in which it appears.
RI.4.8. Explain how an author uses reasons and
evidence to support particular points in a text.
RI.4.9. Integrate information from two texts on the
same topic in order to write or speak about the subject
knowledgeably.
I can interpret information presented through
charts, graphs, timelines, or websites.
I can explain how visual or graphic information
helps me understand the text around it.
I can explain how an author uses reasons and
evidence to support particular points in a text.
I can accurately synthesize information from two
texts on the same topic.
ELA CCSS and long-term learning targets – December, 2013
31
RI.4.10. By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
CCS Standards: Reading – Foundational Skills
RF.4.3. Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context.
RF.4.4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Standards: Writing
I can read grade-level informational texts
proficiently and independently.
W.4.1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which
related ideas are grouped to support the writer’s
purpose.
b. Provide reasons that are supported by facts and
details.
c. Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related
to the opinion presented.
I can write an opinion piece that supports a
point of view with reasons and information.
a. I can introduce the topic of my opinion
piece.
a. I can create an organizational structure in
which I group together related ideas.
b. I can identify reasons that support my
opinion.
c. I can use linking words to connect my
opinion and reasons.
d. I can construct a concluding statement or
section for my opinion piece.
I can read above-grade informational texts with
scaffolding and support.
Long-Term Target(s)
I can use a variety of strategies to read words.
I can read 4th grade level texts accurately and
fluently to make meaning.
a. I can read 4th grade level texts with purpose.
b. I can read 4th grade level texts with fluency.
c. I can use clues in the text to check my
accuracy.
c. I can re-read to make sure that what I’m
reading makes sense.
Long-Term Target(s)
ELA CCSS and long-term learning targets – December, 2013
32
W.4.2. Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
c. Link ideas within categories of information using
words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related
to the information or explanation presented.
I can write informative/explanatory texts that
convey ideas and information clearly.
a. I can introduce a topic clearly.
a. I can group supporting facts together about a
topic in an informative/explanatory text
a. I can use text, formatting, illustrations, and
multi-media to support my topic.
b. I can develop the topic with facts,
definitions, details, and quotations.
c. I can use linking words and phrases to
connect ideas within categories of
information. (e.g., another, for
example, also, because)
d. I can use precise, content-specific
language/vocabulary to inform or explain
about a topic.
e. I can construct a concluding statement or
section of an informative/explanatory text.
W.4.3. Write narratives to develop real or imagined
I can write narrative text about real or imagined
experiences or events using effective technique,
experiences or events.
descriptive details, and clear event sequences.
a. I can establish a situation.
a. I can introduce the narrator and/or
a. Orient the reader by establishing a situation and
characters of my narrative.
introducing a narrator and/or characters; organize
a. I can organize events in an order that makes
an event sequence that unfolds naturally.
sense in my narrative.
b. Use dialogue and description to develop
a. I can use dialogue and descriptions to show
experiences and events or show the responses of
the actions, thoughts and feelings of my
characters.
characters to situations.
b.
I can use transitional words and phrases to
c. Use a variety of transitional words and phrases to
show the sequence of events in a narrative
manage the sequence of events.
text.
d. Use concrete words and phrases and sensory details c. I can use sensory details to describe
to convey experiences and events precisely.
experiences and events precisely.
e. Provide a conclusion that follows from the narrated d. I can write a conclusion to my narrative.
experiences or events.
W.4.4. Produce clear and coherent writing in which the I can produce writing that is appropriate to task,
development and organization are appropriate to task,
purpose, and audience.
purpose, and audience.
W.4.5. With guidance and support from peers and
With support from peers and adults, I can use
adults, develop and strengthen writing as needed by
the writing process to produce clear and
planning, revising, and editing.
coherent writing (with support).
ELA CCSS and long-term learning targets – December, 2013
33
W.4.6. With some guidance and support from adults,
use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a
single sitting.
W.4.7. Conduct short research projects that build
knowledge through investigation of different aspects of
a topic.
W.4.8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
With support, I can use technology to publish a
piece of writing.
I can use technology to collaborate with others
to produce a piece of writing.
I can type at least one page of writing in a single
setting.
I can conduct a research project to become
knowledgeable about a topic.
I can recall information that is important to a
topic.
I can document what I learn about a topic by
taking notes.
I can sort my notes into categories.
W.4.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the
text [e.g., a character’s thoughts, words, or
actions].”).
b. Apply grade 4 Reading standards to informational
texts (e.g., “Explain how an author uses reasons
and evidence to support particular points in a
text”).
W.4.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
I can provide a list of sources I used to gather
information.
I can choose evidence from literary or
informational texts to support analysis, reflection
and research.
a. (e.g., “Describe in depth a character, setting,
or event in a story or drama, drawing on
specific details in the text [e.g., a character’s
thoughts, words, or actions].”).
b. (e.g., “Explain how an author uses reasons
and evidence to support particular points in a
text”).
I can adjust my writing practices for different
time frames, tasks, purposes, and audiences.
ELA CCSS and long-term learning targets – December, 2013
34
CCS Standards: Speaking & Listening
SL.4.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments
that contribute to the discussion and link to the
remarks of others.
d. Review the key ideas expressed and explain their
own ideas and understanding in light of the
discussion.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 4th grade topics and texts.
SL.4.2. Paraphrase portions of a text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
I can paraphrase portions of a text that is read
aloud to me.
SL.4.3. Identify the reasons and evidence a speaker
provides to support particular points.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
a. I can prepare myself to participate in
discussions.
a. I can draw on information to explore ideas in
the discussion.
b. I can follow our class norms when I
participate in a conversation.
c. I can ask questions that are on the topic
being discussed.
c. I can answer questions about the topic being
discussed.
c. I can connect my questions and responses to
what others say.
d. After a discussion, I can explain what I
understand about the topic being discussed.
I can paraphrase information that is presented in
visual media and/or numbers.
I can identify the reason a speaker provides to
support a particular point.
I can identify evidence a speaker provides to
support particular points.
SL.4.4. Report on a topic or text, tell a story, or recount I can report on a topic or text using organized
facts and details.
an experience in an organized manner, using
appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an
understandable pace.
SL.4.5. Add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas or themes.
I can speak clearly and at an understandable
pace.
I can add audio or visual support to a
presentation in order to enhance main ideas or
themes.
ELA CCSS and long-term learning targets – December, 2013
35
SL.4.6. Differentiate between contexts that call for
formal English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when
appropriate to task and situation.
CCS Standards: Language
L.4.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Use relative pronouns (who, whose, whom, which, that)
and relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I
am walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey
various conditions.
d. Order adjectives within sentences according to
conventional patterns (e.g., a small red bag rather
than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-ons.*
g. Correctly use frequently confused words (e.g., to,
too, two; there, their).*
L.4.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct
speech and quotations from a text.
c. Use a comma before a coordinating conjunction in
a compound sentence.
d. Spell grade-appropriate words correctly, consulting
references as needed.
I use formal English when appropriate.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can use relative pronouns. (e.g.; who, whose,
whom, which, that)
a. I can use relative adverbs. (e.g.; where, when,
why)
b. I can use progressive verb tenses. (e.g., I was
walking; I am walking; I will be walking)
c. I can use ‘can’, ‘may’, and ‘must’ correctly.”
d. I can use conventional patterns to order
adjectives within sentences. (e.g., a small red
bag rather than a red small bag)
e. I can use prepositional phrases.
f. I can write complete sentences.
f. I can recognize fragmented and run-on
sentences.
g. I can correctly use homophones. (e.g., to, too,
two; there, their)
I can use conventions to send a clear message to
my reader.
a. I can use correct capitalization in my writing.
b. I can use commas and quotation marks to
identify speech and quotations from a text.
c. I can use a comma before a coordinating
conjunction in a compound sentence.
d. I can spell grade-appropriate words correctly.
d. I can use resources to check and correct my
spelling.
ELA CCSS and long-term learning targets – December, 2013
36
L.4.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas
precisely.*
b. Choose punctuation for effect.*
c. Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations where
informal discourse is appropriate (e.g., small-group
discussion).
L.4.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 4 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.4.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms).
I can express ideas using carefully chosen words.
I can choose punctuation for effect in my
writing.
I use formal English when appropriate.
I can use a variety of strategies to determine the
meaning of words and phrases.
a. I can use context to help me to determine
what a word or phrase means.
b. I can use common affixes and roots as clues
to help me determine what a word means.
(e.g., telegraph, photograph, autograph)
c. I can use resource materials (glossaries,
dictionaries, thesauruses) to help me
determine the pronunciation and meaning of
key words and phrases.
I can analyze figurative language, word
relationships, and slight differences in word
meanings.
a. I can explain the meaning of simple similes
in context.
a. I can explain the meaning of simple
metaphors in context.
b. I can explain the meaning of common
idioms.
b. I can explain the meaning of common
adages.
b. I can explain the meaning of common
proverbs.
c. I can name synonyms and antonyms for
vocabulary words.
ELA CCSS and long-term learning targets – December, 2013
37
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).
I can accurately use 4th grade academic
vocabulary to express my ideas.
ELA CCSS and long-term learning targets – December, 2013
38
ELA Common Core State Standards and Long-Term Learning Targets
Grade 5
CCS Standards: Reading - Literature
RL.5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
RL.5.2. Determine a theme of a story, drama, or poem
from details in the text, including how characters in a
story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the
text.
RL.5.3. Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters
interact).
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.
Long-Term Target(s)
I can explain what a text says using quotes from
the text.
I can make inferences using quotes from text.
I can determine a theme based on details in a
literary text.
I can summarize a literary text.
I can compare and contrast literary elements
using details from the text (two or more
characters' points of view, settings, events).
I can determine the meaning of literal and
figurative language (metaphors and similes) in
text.
RL.5.5. Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of
a particular story, drama, or poem.
RL.5.6. Describe how a narrator’s or speaker’s point of
view influences how events are described.
I can explain how a series of chapters, scenes of
stanzas fit together to create a larger literary text.
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.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.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.
I can analyze how visual and multimedia
elements add to the meaning, tone or beauty of
literary text.
I can describe how a narrator's point of view
influences the description of events.
I can compare and contrast stories in the same
genre for approach to theme and topic.
I can read grade-level literary texts proficiently
and independently.
ELA CCSS and long-term learning targets – December, 2013
39
CCS Standards: Reading – Informational Text
RI.5.1. Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
Long-Term Target(s)
I can explain what a text says using quotes from
the text.
summarize the text.
I can summarize an informational text.
I can explain important relationships between
people, events, and ideas in a historical,
scientific, or technical text using specific details
in the text.
I can make inferences using quotes from the
text.
RI.5.2. Determine two or more main ideas of a text and I can determine the main idea(s) of an
informational text based on key details.
explain how they are supported by key details;
RI.5.3. Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text
based on specific information in the text.
RI.5.4. Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
I can determine the meaning of academic words
or phrases in an informational text.
I can determine the meaning of content words or
phrases in an informational text.
RI.5.5. Compare and contrast the overall structure (e.g., I can compare and contrast the organizational
structure of different informational texts.
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI.5.6. Analyze multiple accounts of the same event or I can compare and contrast multiple accounts of
the same event or topic.
topic, noting important similarities and differences in
the point of view they represent.
I can locate an answer or solve a problem
RI.5.7. Draw on information from multiple print or
efficiently, drawing from multiple informational
digital sources, demonstrating the ability to locate an
sources.
answer to a question quickly or to solve a problem
efficiently.
I can explain how authors use evidence and
RI.5.8. Explain how an author uses reasons and
reasons to support their points in informational
evidence to support particular points in a text,
texts.
identifying which reasons and evidence support which
point(s).
RI.5.9. Integrate information from several texts on the I can accurately synthesize information from
same topic in order to write or speak about the subject multiple texts on the same topic.
knowledgeably.
RI.5.10. By the end of the year, read and comprehend
I can read grade-level informational texts
informational texts, including history/social studies,
proficiently and independently.
science, and technical texts, at the high end of the
grades 4–5 text complexity band independently and
proficiently.
ELA CCSS and long-term learning targets – December, 2013 40
CCS Standards: Reading – Foundational Skills
RF.5.3. Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context.
RF.5.4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Standards: Writing
Long-Term Target(s)
I can use a variety of strategies to read words.
W.5.1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which
ideas are logically grouped to support the writer’s
purpose.
b. Provide logically ordered reasons that are
supported by facts and details.
c. Link opinion and reasons using words, phrases, and
clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related
to the opinion presented.
I can write an opinion piece that supports a
point of view with reasons and information.
a. I can introduce the topic of my opinion
piece.
a. I can create an organizational structure in
which I group together related ideas.
b. I can identify reasons that support my
opinion.
c. I can use linking words to connect my
opinion and reasons.
d. I can construct a concluding statement or
section for my opinion piece.
I can read 5th grade level texts accurately and
fluently to make meaning.
a. I can read 5th grade texts with purpose and
understanding.
b. I can read 5th grade texts with fluency.
c. I can use clues in the text to check my
accuracy.
c. I can re-read to make sure that what I’m
reading makes sense.
Long-Term Target(s)
ELA CCSS and long-term learning targets – December, 2013
41
W.5.2. Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful
to aiding comprehension.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related
to the information or explanation presented.
W.5.3. Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and
events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details
to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated
experiences or events.
W.5.4. Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
W.5.5. With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
I can write informative/explanatory texts that
convey ideas and information clearly.
a. I can introduce a topic clearly.
a. I can group supporting facts together about a
topic in an informative/explanatory text
a. I can use text, formatting, illustrations, and
multi-media to support my topic.
b. I can develop the topic with facts,
definitions, details, and quotations.
c. I can use linking words and phrases to
connect ideas within categories of
information. (e.g., in contrast, especially)
d. I can use precise, content-specific vocabulary
to inform or explain about a topic.
e. I can construct a concluding statement or
section of an informative/explanatory text.
I can write narrative texts about real or imagined
experiences using descriptive details and clearly
sequenced events.
a. I can establish a situation.
a. I can introduce the narrator and/or
characters of my narrative.
a. I can organize events in an order that makes
sense in my narrative.
b. I can show the actions, thoughts and feelings
of my characters through dialogue,
description, and careful pacing.
c. I can use transitional words, phrases and
clauses to show the order of events in a
narrative text.
d. I can use sensory details to describe
experiences and events precisely.
e. I can write a conclusion to my narrative.
I can produce clear and coherent writing that is
appropriate to task, purpose, and audience.
With support from peers and adults, I can use a
writing process to produce clear and coherent
writing.
ELA CCSS and long-term learning targets – December, 2013
42
W.5.6. With some guidance and support from adults,
use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a
single sitting.
W.5.7. Conduct short research projects that use several
sources to build knowledge through investigation of
different aspects of a topic.
W.5.8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
With support from adults, I can use technology
to publish a piece of writing.
I can use technology to collaborate with others
to produce a piece of writing.
I can use type a minimum of two pages in a
single sitting.
I can build knowledge about multiple aspects of
a topic by conducting research.
I can use several sources to build my knowledge
about a topic.
I can recall information that is important to a
topic.
I can document what I learn about a topic by
taking notes.
I can summarize or paraphrase information in
my notes and in finished work.
I can provide a list of sources I used to gather
information.
I can choose evidence from literary or
W.5.9. Draw evidence from literary or informational
informational texts to support analysis, reflection
texts to support analysis, reflection, and research.
and research.
a. Apply grade 5 Reading standards to literature (e.g.,
a. (e.g., “Compare and contrast two or more
“Compare and contrast two or more characters,
characters, settings, or events in a story or a
settings, or events in a story or a drama, drawing on
drama, drawing on specific details in the text
specific details in the text [e.g., how characters
[e.g., how characters interact]”)
interact]”).
b. (e.g., “Explain how an author uses reasons
b. Apply grade 5 Reading standards to informational
and evidence to support particular points in a
texts (e.g., “Explain how an author uses reasons
text, identifying which reasons and evidence
and evidence to support particular points in a text,
support which point[s]”)
identifying which reasons and evidence support
which point[s]”).
W.5.10. Write routinely over extended time frames
I can adjust my writing practices for different
(time for research, reflection, and revision) and shorter time frames, tasks, purposes, and audiences.
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
ELA CCSS and long-term learning targets – December, 2013
43
CCS Standards: Speaking & Listening
SL.5.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions by making
comments that contribute to the discussion and
elaborate on the remarks of others.
d. Review the key ideas expressed and draw
conclusions in light of information and knowledge
gained from the discussions.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 5th grade topics and texts.
SL.5.2. Summarize a written text read aloud or
information presented in diverse media and formats,
including visually, quantitatively, and orally.
I can summarize text that is read aloud to me.
SL.5.3. Summarize the points a speaker makes and
explain how each claim is supported by reasons and
evidence.
SL.5.4. Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
SL.5.5. Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas
or themes.
SL.5.6. Adapt speech to a variety of contexts and tasks,
using formal English when appropriate to task and
situation.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
a. I can prepare myself to participate in
discussions.
a. I can draw on information to explore ideas in
the discussion.
b. I can follow our class norms when I
participate in a conversation.
c. I can ask questions that are on the topic
being discussed.
c. I can connect my questions and responses to
what others say.
d. After a discussion, I can explain key ideas
about the topic being discussed.
I can summarize information that is presented in
visual media and/or numbers.
I can summarize the points a speaker provides.
I can explain how the evidence a speaker
provides supports the points they’re trying to
make.
I can report on a topic or text using organized
facts and details.
I can speak clearly and at an understandable
pace.
I can include multimedia components or visual
support to a presentation in order to enhance
main ideas or themes.
I can adapt my speech for a variety of contexts
and tasks, using formal English when
appropriate.
ELA CCSS and long-term learning targets – December, 2013
44
CCS Standards: Language
L.5.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of conjunctions, prepositions,
and interjections in general and their function in
particular sentences.
b. Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences,
states, and conditions.
d. Recognize and correct inappropriate shifts in verb
tense.*
e. Use correlative conjunctions (e.g., either/or,
neither/nor).
L.5.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element
from the rest of the sentence.
c. Use a comma to set off the
words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It’s true,
isn’t it?), and to indicate direct address (e.g., Is that
you, Steve?).
d. Use underlining, quotation marks, or italics to
indicate titles of works.
e. Spell grade-appropriate words correctly, consulting
references as needed.
Long-Term Target(s)
I can use grammar conventions to send a clear
message to a reader or listener.
a. I can explain what conjunctions,
prepositions, and interjections are and how
they’re used in sentences.
b. I can use the perfect verb tenses. (e.g., I had
walked; I have walked; I will have walked)
c. I can use verb tense to convey various times,
sequences, states, and conditions.
d. I can identify an inappropriate shift in verb
tense.
d. I can correct an inappropriate shift in verb
tense.
e. I can use correlative conjunctions.
(e.g., either/or, neither/nor)
I can use conventions to send a clear message to
my reader.
a. I can use punctuation to separate items in a
series.
b. I can use a comma to separate an
introductory word or phrase from the rest of
the sentence.
c. I can use a comma to set off the
words yes and no. (e.g., Yes, thank you)
c. I can use a comma to set off a tag question
from the rest of the sentence. (e.g., It’s true,
isn’t it?)
c. I can use a comma to indicate direct address.
(e.g., Is that you, Steve?)
d. I can use underlining, quotation marks, or
italics to indicate titles of works.
e. I can spell grade-appropriate words correctly.
e. I can consult reference materials to check
and correct my spelling.
L.5.3. Use knowledge of language and its conventions
I can use my knowledge of language and its
when writing, speaking, reading, or listening.
conventions when writing, speaking, reading, or
listening.
a. Expand, combine, and reduce sentences for
a. I can use a variety of sentence structures in
meaning, reader/listener interest, and style.
my writing.
b. Compare and contrast the varieties of English
b. I can compare and contrast the varieties of
(e.g., dialects, registers) used in stories, dramas, or
English (e.g., dialects, registers) used in different
poems.
kinds of texts. (e.g., stories, dramas, poems)
ELA CCSS and long-term learning targets – December, 2013 45
L.5.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.5.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figurative language, including similes and
metaphors, in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better
understand each of the words.
L.5.6. Acquire and use accurately 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).
I can use a variety of strategies to read grade
appropriate words and phrases I don’t know.
a. I can use context (e.g., cause/effect relationships
and comparisons in text) to help me understand
the meaning of a word or phrase.
b. I can use common Greek and Latin affixes
(prefixes) and roots as clues to help me know
what a word means. (e.g., photograph,
photosynthesis)
c. I can use resource materials (glossaries,
dictionaries, thesauruses) to help me
determine or clarify the pronunciation and
meaning of key words and phrases.
I can analyze figurative language, word
relationships, and slight differences in word
meanings.
a. I can interpret the meaning of similes in
context.
a. I can interpret the meaning of metaphors in
context.
b. I can explain the meaning of common
idioms.
b. I can explain the meaning of common
adages.
b. I can explain the meaning of common
proverbs.
c. I can use relationships between words
(synonyms, antonyms, and homographs) to
help me understand words.
I can accurately use 5th grade academic
vocabulary to express my ideas.
ELA CCSS and long-term learning targets – December, 2013
46
ELA Common Core State Standards and Long-Term Learning Targets
Grade 6
CCS Standards: Reading - Literature
RL.6.1. Cite textual evidence to support analysis of
what the text says explicitly as well as inferences drawn
from the text.
RL.6.2. Determine a theme or central idea of a text and
how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or
judgments.
RL.6.3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward
a resolution.
RL.6.4. Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5. Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a text
and contributes to the development of the theme,
setting, or plot.
RL.6.6. Explain how an author develops the point of
view of the narrator or speaker in a text.
RL.6.7. Compare and contrast the experience of
reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text,
including contrasting what they “see” and “hear” when
reading the text to what they perceive when they listen
or watch.
RL.6.9. Compare and contrast texts in different forms
or genres (e.g., stories and poems; historical novels and
fantasy stories) in terms of their approaches to similar
themes and topics.
Long-Term Target(s)
I can cite text-based evidence to support an
analysis of literary text.
I can determine a theme based on details in a
literary text.
I can summarize a literary text using only
information from the text.
I can describe how the plot evolves throughout a
literary text.
I can describe how the characters change
throughout a literary text.
I can determine the meaning of literal and
figurative language (metaphors and similes) in
literary text.
I can analyze how an author's word choice
affects tone and meaning.
I can analyze how a particular sentence, stanza,
scene, or chapter fits in and contributes to the
development of a literary text.
I can analyze how an author develops a narrator
or speaker’s point of view.
I can compare and contrast how reading a text is
different from watching a movie or listening to a
literary text.
I can compare and contrast how different genres
communicate the same theme or idea.
ELA CCSS and long-term learning targets – December, 2013
47
RL.6.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
I can read grade-level literary texts proficiently
and independently.
of the text distinct from personal opinions or
judgments.
I can summarize an informational text using only
information from the text.
I can analyze how key individuals, events, or
ideas are developed throughout a text.
I can read above-grade literary texts with
scaffolding and support.
CCS Standards: Reading – Informational Text
Long-Term Target(s)
RI.6.1. Cite textual evidence to support analysis of what I can cite text-based evidence to support an
the text says explicitly as well as inferences drawn from analysis of informational text.
the text.
I can determine the main idea of an
RI.6.2. Determine a central idea of a text and how it is
conveyed through particular details; provide a summary informational text based on details in the text.
RI.6.3. Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes).
RI.6.4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas.
RI.6.6. Determine an author’s point of view or purpose
in a text and explain how it is conveyed in the text.
RI.6.7. Integrate information presented in different
media or formats (e.g., visually, quantitatively) as well
as in words to develop a coherent understanding of a
topic or issue.
RI.6.8. Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that
are not.
I can use a variety of strategies to determine
word meaning in informational texts.
I can analyze how a particular sentence,
paragraph, chapter, or section fits in and
contributes to the development of ideas in a text.
I can determine an author’s point of view or
purpose in an informational text.
I can explain how an author’s point of view is
conveyed in an informational text.
I can use a variety of media to develop and
deepen my understanding of a topic or idea.
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
for sufficient evidence.
RI.6.9. Compare and contrast one author’s presentation I can compare how different authors portray the
same idea or event.
of events with that of another (e.g., a memoir written
by and a biography on the same person).
ELA CCSS and long-term learning targets – December, 2013
48
RI.6.10. By the end of the year, read and comprehend
literary nonfiction in the grades 6–8 text complexity
band proficiently, with scaffolding as needed at the
high end of the range.
Standards: Writing
W.6.1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and
evidence clearly.
b. Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating
an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from the argument presented.
W.6.2. Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from the information or explanation
presented.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
Long-Term Target(s)
I can write arguments to support claims with
clear reasons and relevant evidence.
a. I can create an introduction that states my
main argument and foreshadows the
organization of my piece.
b. I can support my claim(s) with clear reasons
and relevant evidence.
b. I can use credible sources to support my
claim(s)
c. I can identify the relationship between my
claim(s) and reasons by using linking words,
phrases and clauses.
d. I can maintain a formal style in my writing.
e. I can construct a concluding statement or
section that reinforces my main argument.
I can write informative/explanatory texts that
convey ideas and concepts using relevant
information that is carefully selected and
organized.
a. I can introduce the topic of my text.
a. I can organize my information using various
strategies (e.g. definition/classification,
comparison/contrast, cause/effect.)
a. I can include headings, graphics, and
multimedia to help readers understand my
ideas.
b. I can develop the topic with relevant facts,
definitions, concrete details, and quotations.
c. I can use transitions to clarify relationships
among my ideas.
d. I can use contextually specific
language/vocabulary to inform or explain
about a topic
e. I can establish and maintain a formal style in
my writing.
f. I can construct a concluding statement or
section of an informative/explanatory text.
ELA CCSS and long-term learning targets – December, 2013
49
W.6.3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a
context and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences
and events.
e. Provide a conclusion that follows from the narrated
experiences or events.
W.6.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
W.6.5. With some guidance and support from peers
and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach.
W.6.6. Use technology, including the Internet, to
produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of
three pages in a single sitting.
W.6.7. Conduct short research projects to answer a
question, drawing on several sources and refocusing
the inquiry when appropriate.
I can write narrative texts about real or imagined
experiences using relevant details and event
sequences that make sense.
a. I can establish a context for my narrative.
a. I can introduce the narrator/characters of my
narrative.
a. I can organize events in a logical sequence.
b. I can use dialogue and descriptions to show
the actions, thoughts and feelings of my
characters.
c. I can use transitional words, phrases and
clauses to show passage of time in a narrative
text.
d. I can use precise words and phrases and
sensory language to convey experiences and
events to my reader.
d. I can use relevant descriptive details to
convey experiences and events.
e. I can write a conclusion to my narrative that
makes sense to a reader.
I can produce clear and coherent writing that is
appropriate to task, purpose, and audience.
With support from peers and adults, I can use a
writing process to produce clear and coherent
writing.
I can use technology to publish a piece of
writing.
I can use technology to collaborate with others
to produce a piece of writing.
I can use type at least three pages of writing in a
single sitting.
I can conduct short research projects to answer a
question.
I can use several sources in my research.
I can refocus or refine my question when
appropriate.
ELA CCSS and long-term learning targets – December, 2013
50
W.6.8. Gather relevant information from multiple print
and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic
bibliographic information for sources.
W.6.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or
genres [e.g., stories and poems; historical novels
and fantasy stories] in terms of their approaches to
similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction
(e.g., “Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not”).
W.6.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
I can gather relevant information from a variety
of sources.
I can assess the credibility of each source I use.
I can quote or paraphrase what others say about
my topic while avoiding plagiarism.
I can provide a list of sources I used to gather
information in a bibliography.
I can use evidence from a variety of grade
appropriate texts to support analysis, reflection,
and research.
I can adjust my writing practices for different
time frames, tasks, purposes, and audiences.
ELA CCSS and long-term learning targets – December, 2013
51
CCS Standards: Speaking & Listening
SL.6.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as
needed.
c. Pose and respond to specific questions with
elaboration and detail by making comments that
contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through
reflection and paraphrasing.
SL.6.2. Interpret information presented in diverse
media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue
under study.
SL.6.3. Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
SL.6.4. Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear
pronunciation.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 6th grade topics, texts, and
issues.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
a. I can prepare myself to participate in
discussions.
b. I can follow our class norms when I
participate in a discussion.
c. I can pose questions that help me clarify
what is being discussed.
c. I can pose questions that elaborate on the
topic being discussed.
c. I can respond to questions with elaboration
and detail that connect with the topic being
discussed.
d. After a discussion, I can paraphrase what I
understand about the topic being discussed.
I can interpret information presented in different
media and formats.
I can explain how new information connects to a
topic, text, or issue I am studying.
I can outline a speaker’s argument and specific
claims.
I can determine whether a speaker’s argument is
supported by reasons and evidence or not.
I can present claims and findings in a logical
order.
I can support my main points with descriptions,
facts, and details.
I can use effective speaking techniques
(appropriate eye contact, adequate volume, and
clear pronunciation).
ELA CCSS and long-term learning targets – December, 2013
52
SL.6.5. Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate.
CCS Standards: Language
L.6.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Ensure that pronouns are in the proper case
(subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in
pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones
with unclear or ambiguous antecedents).*
e. Recognize variations from standard English in their
own and others' writing and speaking, and identify
and use strategies to improve expression in
conventional language.*
L.6.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to
set off nonrestrictive/parenthetical elements.*
b. Spell correctly.
L.6.3. 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.*
I can include multimedia components and visual
displays in a presentation to clarify information.
I can adapt my speech for a variety of contexts
and tasks, using formal English when indicated
or appropriate.
Long-Term Target(s)
I can use correct grammar and usage when
writing or speaking.
a. I can use the proper case of pronouns in my
writing.
b. I can use intensive pronouns. (e.g., myself,
ourselves)
c. I can correct inappropriate shifts in pronoun
number and person.
d. I can correct vague pronouns. (i.e., ones with
unclear or ambiguous antecedents)
e. I can identify when Standard English is and
isn’t being used.
e. I can convert language into Standard English.
I can use correct capitalization, punctuation, and
spelling to send a clear message to my reader.
a. I can use punctuation (commas, parentheses,
dashes) to set off
nonrestrictive/parenthetical elements.
b. I can spell correctly.
I can use a variety of sentence structures to make
my writing and speaking more interesting.
I can maintain consistency in style and tone
when writing and speaking.
ELA CCSS and long-term learning targets – December, 2013
53
L.6.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence
or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
L.6.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in
context.
b. Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better
understand each of the words.
c. Distinguish among the connotations (associations)
of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
I can use a variety of strategies to determine the
meaning of unknown words and phrases.
a. I can use context (e.g., the overall meaning of a
sentence or paragraph; a word’s position or function
in a sentence) to determine the meaning of a
word or phrase.
b. I can use common Greek and Latin affixes
(prefixes) and roots as clues to help me
determine the meaning of a word.
(e.g., audience, auditory, audible)
c. I can use resource materials (glossaries,
dictionaries, thesauruses) to help me
determine or clarify the pronunciation,
meaning of key words and phrases, and its
part of speech.
d. I can check the accuracy of my guess about
the meaning of a word or phrase by using
resource materials.
I can analyze figurative language, word
relationships, and nuances in word meanings.
a. I can interpret figures of speech in context.
(e.g., personification)
b. I can use the relationship between particular
words to better understand each of the
words. (e.g., cause/effect, part/whole,
item/category)
c. I can distinguish among the connotations
(associations) of words with similar
denotations (definitions.) (e.g., stingy,
scrimping, economical, unwasteful, thrifty)
I can accurately use 6th grade academic
vocabulary to express my ideas.
I can use resources to build my vocabulary.
ELA CCSS and long-term learning targets – December, 2013
54
ELA Common Core State Standards and Long-Term Learning Targets
Grade 7
CCS Standards: Reading - Literature
RL.7.1. Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and
analyze its development over the course of the text;
provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or
drama interact (e.g., how setting shapes the characters
or plot).
RL.7.4. Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g., alliteration) on a
specific verse or stanza of a poem or section of a story
or drama.
RL.7.5. Analyze how a drama’s or poem’s form or
structure (e.g., soliloquy, sonnet) contributes to its
meaning.
RL.7.6. Analyze how an author develops and contrasts
the points of view of different characters or narrators
in a text.
RL.7.7. Compare and contrast a written story, drama,
or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera
focus and angles in a film).
RL.7.9. Compare and contrast a fictional portrayal of a
time, place, or character and a historical account of the
same period as a means of understanding how authors
of fiction use or alter history.
Long-Term Target(s)
I can cite several pieces of text-based evidence to
support an analysis of informational text.
I can determine a theme or the central ideas
literary text.
I can analyze the development of a theme or
central idea throughout a literary text.
I can objectively summarize literary text.
I can analyze the interaction of literary elements
of a story or drama.
I can determine the meaning of words and
phrases in literary text (figurative, connotative,
and technical meanings).
I can analyze the impact of rhymes and
repetitions of sound on a specific section of
poetry, story or drama.
I can analyze how a drama’s or poem’s form or
structure contributes to its meaning.
I can analyze how an author develops and
contrasts the points of view of characters and
narrators in a literary text.
I can compare and contrast different media
versions of a literary text (written vs. audio vs.
film vs. staged, etc.).
I can analyze the impact of the techniques
unique to each medium.
I can compare and contrast a fictional and
historical account of a time, place or character.
I can analyze how authors of fiction use or alter
history based on my comparison of a fictional
and historical account of the same time, place or
character.
ELA CCSS and long-term learning targets – December, 2013
55
RL.7.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the
grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
CCS Standards: Reading – Informational Text
RI.7.1. Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text
and analyze their development over the course of the
text; provide an objective summary of the text.
RI.7.3. Analyze the interactions between individuals,
events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence
ideas or events).
RI.7.4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
I can read grade level literary texts proficiently
and independently.
I can read above grade level texts with
scaffolding and support.
Long-Term Target(s)
I can cite several pieces of text-based evidence to
support an analysis of informational text.
I can determine a theme or the central ideas
informational text.
I can analyze the development of a theme or
central idea throughout the text.
I can objectively summarize informational text.
I can analyze the interactions between
individuals, events and ideas in a text.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze the impact of word choice on
meaning and tone.
RI.7.5. Analyze the structure an author uses to organize I can analyze the organization of an
a text, including how the major sections contribute to
informational text (including how the major
the whole and to the development of the ideas.
sections contribute to the whole and to the
development of the ideas).
RI.7.6. Determine an author’s point of view or purpose I can determine an author’s point of view or
in a text and analyze how the author distinguishes his
purpose in informational text.
or her position from that of others.
I can analyze how the author distinguishes
his/her position from others’.
RI.7.7. Compare and contrast a text to an audio, video, I can compare and contrast different media
or multimedia version of the text, analyzing each
versions of informational text (written vs. audio
medium’s portrayal of the subject (e.g., how the
vs. film vs. staged, etc.).
delivery of a speech affects the impact of the words).
I can analyze impact of the techniques unique to
each medium.
ELA CCSS and long-term learning targets – December, 2013
56
RI.7.8. Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to
support the claims.
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
in a text for sound reasoning and relevant,
sufficient evidence.
RI.7.9. Analyze how two or more authors writing about I can contrast how multiple authors emphasize
the same topic shape their presentations of key
evidence or interpret facts differently when
information by emphasizing different evidence or
presenting information on the same topic.
advancing different interpretations of facts.
RI.7.10. By the end of the year, read and comprehend
I can read grade-level informational texts
literary nonfiction in the grades 6–8 text complexity
proficiently and independently.
band proficiently, with scaffolding as needed at the
high end of the range.
I can read above grade level texts with
scaffolding and support.
Standards: Writing
Long-Term Target(s)
W.7.1. Write arguments to support claims with clear
I can write arguments to support claims with
reasons and relevant evidence.
clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
ELA CCSS and long-term learning targets – December, 2013
57
W.7.2. Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information,
using strategies such as definition, classification,
comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information
and examples.
c. Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W.7.3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a
context and point of view and introducing a
narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events,
and/or characters.
c. Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from
one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events.
W.7.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
I can write informative/explanatory texts that
convey ideas and concepts using relevant
information that is carefully selected and
organized.
I can write narrative texts about real or imagined
experiences using relevant details and event
sequences that make sense.
I can produce clear and coherent writing that is
appropriate to task, purpose and audience.
ELA CCSS and long-term learning targets – December, 2013
58
W.7.5. With some guidance and support from peers
and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
W.7.6. Use technology, including the Internet, to
produce and publish writing and link to and cite
sources as well as to interact and collaborate with
others, including linking to and citing sources.
W.7.7. Conduct short research projects to answer a
question, drawing on several sources and generating
additional related, focused questions for further
research and investigation.
W.7.8. Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard
format for citation.
With support from peers and adults, I can use a
writing process to ensure that purpose and
audience have been addressed.
I can use technology to produce and publish a
piece of writing with links to cited sources.
I can use technology to collaborate with others
while producing a piece of writing, linking to
cited sources.
I can conduct short research projects to answer a
question.
I can use several sources in my research.
I can generate additional questions for further
research.
I can gather relevant information from a variety
of sources.
I can use search terms effectively.
I can evaluate the credibility and accuracy of
each source.
I can quote or paraphrase others’ work while
avoiding plagiarism.
W.7.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g.,
“Compare and contrast a fictional portrayal of a
time, place, or character and a historical account of
the same period as a means of understanding how
authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction
(e.g. “Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to
support the claims”).
W.7.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
I can use a standard format for citation.
I can select evidence from literary or
informational texts to support analysis, reflection
and research.
I can adjust my writing practices for different
timeframes, tasks, purposes and audiences.
ELA CCSS and long-term learning targets – December, 2013
59
CCS Standards: Speaking & Listening
SL.7.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or
researched material under study; explicitly draw on
that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and
define individual roles as needed.
c. Pose questions that elicit elaboration and respond
to others’ questions and comments with relevant
observations and ideas that bring the discussion
back on topic as needed.
d. Acknowledge new information expressed by others
and, when warranted, modify their own views.
SL.7.2. Analyze the main ideas and supporting details
presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify
a topic, text, or issue under study.
SL.7.3. Delineate a speaker’s argument and specific
claims, evaluating the soundness of the reasoning and
the relevance and sufficiency of the evidence.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 7th grade topics, texts, and
issues.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
I can analyze the main ideas and supporting
details presented in different media and formats.
I can explain how ideas clarify a topic, text or
issue.
I can outline a speaker’s argument and specific
claims.
I can evaluate the reasoning and evidence
presented for soundness, relevance, and
sufficiency.
SL.7.4. Present claims and findings, emphasizing salient I can present claims and findings with
points in a focused, coherent manner with pertinent
descriptions, facts, details and examples.
descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear
I can use effective speaking techniques
pronunciation.
(appropriate eye contact, adequate volume and
clear pronunciation).
SL.7.5. Include multimedia components and visual
I can include multimedia components and visual
displays in presentations to clarify claims and findings
displays in a presentation to clarify claims and to
and emphasize salient points.
add emphasis.
SL.7.6. Adapt speech to a variety of contexts and tasks, I can adapt my speech for a variety of contexts
demonstrating command of formal English when
and tasks, using formal English when indicated
indicated or appropriate.
or appropriate.
ELA CCSS and long-term learning targets – December, 2013
60
CCS Standards: Language
L.7.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Explain the function of phrases and clauses in
general and their function in specific sentences.
b. Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers.*
L.7.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but not He
wore an old[,] green shirt).
b. Spell correctly.
L.7.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness
and redundancy.*
L.7.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 7 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence
or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or
its part of speech.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
Long-Term Target(s)
I can use correct grammar and usage when
writing or speaking.
I can use correct capitalization, punctuation and
spelling to send a clear message to my reader.
I can express ideas with precision.
I can use a variety of strategies to determine the
meaning of unknown words or phrases.
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61
L.7.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., literary, biblical,
and mythological allusions) in context.
b. Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand
each of the words.
c. Distinguish among the connotations (associations)
of words with similar denotations (definitions)
(e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
I can analyze figurative language, word
relationships and nuances in word meanings.
I can accurately use 7th grade academic
vocabulary to express my ideas.
I can use resources to build my vocabulary.
ELA CCSS and long-term learning targets – December, 2013
62
ELA Common Core State Standards and Long-Term Learning Targets
Grade 8
CCS Standards: Reading - 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.
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.8.3. 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.
RL.8.4. Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies
or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or
more texts and analyze how the differing structure of
each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view
of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such
effects as suspense or humor.
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.
Long-Term Target(s)
I can cite text-based evidence that provides the
strongest support for my analysis of literary text.
I can determine a theme or the central ideas of
literary text.
I can analyze the development of a theme or
central idea throughout the text (including its
relationship to the characters, setting, and plot).
I can objectively summarize literary text.
I can analyze how specific dialogue or incidents
in a plot propel the action, reveal aspects of a
character, or provoke a decision.
I can determine the meaning of words and
phrases in literary text (figurative, connotative,
and technical meanings)
I can analyze the impact of word choice on
meaning and tone (analogies or allusions).
I can compare and contrast the structure of
multiple texts.
I can analyze how different structures impact
meaning and style of a text.
I can analyze how difference in points of view
between characters and audience create effects in
writing.
I can analyze the extent to which a filmed or live
production follows the text or script of the same
literary text.
I can evaluate the choices made by director or
actors in presenting an interpretation of a script.
RL.8.9. Analyze how a modern work of fiction draws
I can analyze the connections between modern
on themes, patterns of events, or character types from fiction and myths, traditional stories or religious
myths, traditional stories, or religious works such as the works (themes, patterns of events, character
Bible, including describing how the material is rendered types).
new.
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63
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.
CCS Standards: Reading – Informational Text
RI.8.1. Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze
its development over the course of the text, including
its relationship to supporting ideas; provide an
objective summary of the text.
RI.8.3. Analyze how a text makes connections among
and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RI.8.4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
RI.8.5. Analyze in detail the structure of a specific
paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
RI.8.6. Determine an author’s point of view or purpose
in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
RI.8.7. Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
Long-Term Target(s)
I can cite text-based evidence that provides the
strongest support for an analysis of literary text.
I can determine a theme or the central ideas of
an informational text.
I can analyze the development of a theme or
central idea throughout the text (including its
relationship to supporting ideas).
I can objectively summarize informational text.
I can analyze the connections and distinctions
between individuals, ideas or events in a text.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze the impact of word choice on
meaning and tone (analogies or allusions).
I can analyze the structure of a specific
paragraph in a text (including the role of
particular sentences in developing and refining a
key concept).
I can determine an author’s point of view or
purpose in informational text.
I can analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
I can evaluate the advantages and disadvantages
of using different mediums to present an idea.
ELA CCSS and long-term learning targets – December, 2013
64
RI.8.8. Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced.
RI.8.9. Analyze a case in which two or more texts
provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or
interpretation.
RI.8.10. By the end of the year, read and comprehend
literary nonfiction at the high end of the grades 6–8
text complexity band independently and proficiently.
Standards: Writing
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
in a text (assessing whether the reasoning is
sound and the evidence is relevant and sufficient
to support the claims).
I can identify when irrelevant evidence is used.
I can analyze texts for disagreement on facts or
interpretation.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
Long-Term Target(s)
W.8.1. Write arguments to support claims with clear
I can write arguments to support claims with
reasons and relevant evidence.
clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish
the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
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65
W.8.2. Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate and varied transitions to create
cohesion and clarify the relationships among ideas
and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
W.8.3. Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a
context and point of view and introducing a
narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events.
W.8.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
1–3 above.)
I can write informative/explanatory texts that
convey ideas and concepts using relevant
information that is carefully selected and
organized.
I can write narrative texts about real or imagined
experiences using relevant details and event
sequences that make sense.
I can produce clear and coherent writing that is
appropriate to task, purpose and audience.
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66
W.8.5. With some guidance and support from peers
and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
W.8.6
. Use technology, including the Internet, to produce
and publish writing and present the relationships
between information and ideas efficiently as well as to
interact and collaborate with others.
W.8.7. Conduct short research projects to answer a
question (including a self-generated question), drawing
on several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
W.8.8. Gather relevant information from multiple print
and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard
format for citation.
With support from peers and adults, I can use
the writing process to ensure that purpose and
audience have been addressed.
I can use technology to produce and publish
writing that presents relationships between
information and ideas efficiently.
I can use technology to collaborate with others
while producing and publishing writing.
I can conduct short research projects to answer a
question (including a self-generated question).
I can use several sources in my research.
I can generate additional research questions for
further exploration.
I can gather relevant information from a variety
of sources.
I can use search terms effectively.
I can evaluate the credibility and accuracy of
each source.
I can quote and paraphrase others’ work while
avoiding plagiarism.
W.8.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction
(e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
W.8.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two.
I can use a standard format for citation.
I can use evidence from informational texts to
support analysis, reflection and research.
I can adjust my writing practices for different
timeframes.
ELA CCSS and long-term learning targets – December, 2013
67
CCS Standards: Speaking & Listening
SL.8.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or
researched material under study; explicitly draw on
that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several
speakers and respond to others’ questions and
comments with relevant evidence, observations,
and ideas.
d. Acknowledge new information expressed by
others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
SL.8.2. Analyze the purpose of information presented
in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
SL.8.3. Delineate a speaker’s argument and specific
claims, evaluating the soundness of the reasoning and
relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.
Long-Term Target(s)
I can effectively engage in discussions with
diverse partners about 8th grade topics, texts, and
issues.
I can express my own ideas clearly during
discussions.
I can build on other’s ideas during discussions.
I can analyze the purpose of information
presented in different media and formats.
I can evaluate the motives behind a presentation.
I can determine a speaker’s argument and
specific claims.
I can evaluate the reasoning and evidence
presented for soundness and relevance.
I can identify when irrelevant evidence is
introduced.
SL.8.4. Present claims and findings, emphasizing salient I can present claims and findings in a focused,
points in a focused, coherent manner with relevant
coherent manner (use relevant evidence, sound
evidence, sound valid reasoning, and well-chosen
reasoning and well-chosen details).
details; use appropriate eye contact, adequate volume,
and clear pronunciation.
I can use effective speaking techniques
(appropriate eye contact, adequate volume and
clear pronunciation).
SL.8.5. Integrate multimedia and visual displays into
I can integrate multimedia components and
presentations to clarify information, strengthen claims
visual displays in a presentation to clarify
and evidence, and add interest.
information, strengthen claims and to add
emphasis.
SL.8.6. Adapt speech to a variety of contexts and tasks, I can adapt my speech for a variety of contexts
demonstrating command of formal English when
and tasks, using formal English when indicated
indicated or appropriate.
or appropriate.
ELA CCSS and long-term learning targets – December, 2013
68
CCS Standards: Language
L.8.1. 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.*
L.8.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate
a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
L.8.3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve
particular effects (e.g., emphasizing the actor or the
action; expressing uncertainty or describing a state
contrary to fact).
L.8.4. Determine or clarify the meaning of unknown
and multiple-meaning words or phrases based on grade
8 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence
or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., precede, recede, secede).
c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or
its part of speech.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
Long-Term Target(s)
I can use correct grammar and usage when
writing or speaking.
I can use correct capitalization, punctuation and
spelling to send a clear message to my reader.
I can intentionally use verbs in active and passive
voice and in the conditional and subjunctive
mood.
I can use a variety of strategies to determine the
meaning of unknown words or phrases.
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69
L.8.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g. verbal irony, puns)
in context.
b. Use the relationship between particular words to
better understand each of the words.
c. Distinguish among the connotations (associations)
of words with similar denotations (definitions)
(e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
I can analyze figurative language, word
relationships and nuances in word meanings.
I can accurately use 8th grade academic
vocabulary to express my ideas.
I can use resources to build my vocabulary.
ELA CCSS and long-term learning targets – December, 2013
70
ELA Common Core State Standards and Long-Term Learning Targets
Grades 9-10
CCS Standards: Reading - 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.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.9-10.3. 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.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).
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.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.9-10.7. Analyze the representation of a subject or a
key scene in two different artistic mediums, including
what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s
Landscape with the Fall of Icarus).
RL.9-10.9. 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).
Long-Term Target(s)
I can cite text-based evidence that provides
strong and thorough support for an analysis of
literary text.
I can determine the theme or central idea of a
literary text.
I can analyze the development of the theme or
central idea over the course of the text (how it
emerges and is shaped and refined by details).
I can objectively summarize a literary text.
I can analyze how complex characters develop,
interact with other characters and advance the
plot or theme.
I can determine the meaning of words and
phrases in literary text (figurative, connotative,
and technical meanings).
I can analyze the overall impact of word choice
on meaning and tone.
I can analyze how an author’s choices about how
to structure text, order events and manipulate
time create intended effects.
I can analyze a specific point of view or cultural
experience in world literature.
I can compare and contrast the representation of
a subject or scene in two different mediums
(including what is emphasized or absent in each
treatment).
I can analyze how an author uses and transforms
source material in a specific work.
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71
RL.9-10.10. By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
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.
CCS Standards: Reading – Informational Text
RI.9-10.1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RI.9-10.2. Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the
text.
RI.9-10.3. Analyze how the author unfolds an analysis
or series of ideas or events, including the order in
which the points are made, how they are introduced
and developed, and the connections that are drawn
between them.
RI.9-10.4. Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI.9-10.5. Analyze in detail how an author’s ideas or
claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter).
RI.9-10.6. Determine an author’s point of view or
purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
I can read grade-level texts proficiently and
independently.
I can read above-grade literary texts with
scaffolding and support.
Long-Term Target(s)
I can cite strong and thorough evidence to
support an analysis of informational text.
I can determine the theme or central idea of a
text.
I can analyze the development of the theme or
central idea over the course of the text (how it
emerges and is shaped and refined by details).
I can objectively summarize an informational
text.
I can analyze how an author unfolds an analysis
or series of ideas (including the order in which
the points are made, how they are introduced
and developed, and the connections that are
drawn between them).
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze the overall impact of word choice
on meaning and tone.
I can analyze how author’s ideas or claims are
developed and refined by other sections of text
(sentences, paragraphs, or larger portions of
text).
I can determine an author’s point of view of
purpose in informational text.
I can analyze how an author uses rhetoric to
advance his/her point of view or purpose.
ELA CCSS and long-term learning targets – December, 2013
72
RI.9-10.7. Analyze various accounts of a subject told in
different mediums (e.g., a person’s life story in both
print and multimedia), determining which details are
emphasized in each account.
RI.9-10.8. Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning.
RI.9-10.9. Analyze seminal U.S. documents of
historical and literary significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s
Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related
themes and concepts.
RI.9-10.10. By the end of grade 9, read and
comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
I can analyze accounts of the same subject from
different mediums to determine which details are
emphasized.
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
in a text (assessing whether the reasoning is
sound and the evidence is relevant and sufficient
to support the claims).
I can identify false statements and flawed
reasoning.
I can analyze important US historical documents
and literary texts for related themes and
concepts.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text
complexity band independently and proficiently.
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CCS Standards: Writing
Long-Term Target(s)
W.9-10.1. Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the
strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons,
between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
I can write an analysis of substantive topics or
texts, using valid reasoning and sufficient
evidence.
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W.9-10.2. Write informative/explanatory texts to
examine and convey complex ideas, concepts, and
information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic).
I can write informative/explanatory texts that
convey complex ideas and concepts clearly and
accurately, using content that is carefully
selected, organized, and analyzed.
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W.9-10.3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one
or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth
progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so
that they build on one another to create a coherent
whole.
d. Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
W.9-10.4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 1–3 above.)
W.9-10.5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products, taking advantage of technology’s
capacity to link to other information and to display
information flexibly and dynamically.
I can write narrative texts about real or imagined
experiences using well-chosen details and
effective event sequences.
I can produce clear and coherent writing
appropriate to task, purpose and audience.
I can use the writing process to focus on what is
most significant for a specific purpose and
audience.
I can use technology to produce, publish, and
update writing products that link to information
and display information flexibily and
dynamically.
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W.9-10.7. Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.9-10.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a
standard format for citation.
I can conduct research projects to answer a
question or solve a problem.
I can narrow or broaden my inquiry
appropriately.
I can synthesize multiple sources on a subject.
I can gather relevant information from a variety
of authoritative sources.
I can use advanced searched effectively.
I can assess the usefulness of each source in
answering the research question.
I can selectively integrate information into the
text, maintaining the flow of the piece.
I can follow a standard format for citation.
W.9-10.9. Draw evidence from literary or informational I can select evidence from literary informational
texts to support analysis, reflection and research.
texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g.,
“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]”).
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and
fallacious reasoning”).
W.9-10.10. Write routinely over extended time frames
I can adjust my writing practices for different
(time for research, reflection, and revision) and shorter timeframes, tasks, purposes and audiences.
time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences.
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CCS Standards: Speaking & Listening
SL.9-10.1. Initiate and participate effectively in a range
of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation
of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to
questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and reasoning
presented.
SL.9-10.2. Integrate multiple sources of information
presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.9-10.3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted
evidence.
Long-Term Target(s)
I can initiate effective discussions with diverse
partners on grade 9-10 topics, texts, and issues.
I can express my own ideas clearly and
persuasively.
I can build on other’s ideas.
I can integrate multiple sources of information in
various media or formats.
I can evaluate the credibility and accuracy of
sources.
I can evaluate a speaker’s ideas.
I can identify fallacious reasoning, exaggeration
or distorted evidence.
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SL.9-10.4. Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and
the organization, development, substance, and style are
appropriate to purpose, audience, and task.
SL.9-10.5. Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.9-10.6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal English when
indicated or appropriate.
I can present information clearly, concisely and
logically for the appropriate purpose, audience
and task.
CCS Standards: Language
L.9-10.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent;
noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or
presentations.
L.9-10.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.3. Apply knowledge of language to understand
how language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully 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.
Long-Term Target(s)
I can use correct grammar and usage when
writing or speaking.
I can strategically use digital media in
presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.
I can adapt my speech for a variety of contexts
and tasks, using formal English when indicated
or appropriate.
I can use correct capitalization, punctuation and
spelling to send a clear message to my reader.
I can use a style manual appropriate for the
discipline and type of writing.
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L.9-10.4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grades 9–10 reading and content, choosing flexibly from
a range of strategies.
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).
L.9-10.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with
similar denotations.
L.9-10.6. Acquire and use accurately general academic
and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or
expression.
I can use a variety of strategies to determine the
meaning of unknown or multiple-meaning words
and phrases.
I can analyze figurative language, word
relationships and nuances in word meanings.
I can accurately use 9th /10th grade academic
vocabulary to express my ideas.
I can use resources to build my vocabulary.
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ELA Common Core State Standards and Long-Term Learning Targets
Grades 11-12
CCS Standards: Reading - 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.
Long-Term Target(s)
I can cite text-based evidence that provides
strong and thorough support for an analysis of
literary text, including determining where the text
leaves matters uncertain.
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.
I can determine multiple themes or central ideas
of a literary text.
I can analyze the development of the theme or
central idea over the course of the text (how they
interact and build on one another to produce a
complex account).
I can objectively summarize a literary text.
RL.11-12.3. Analyze the impact of the author’s choices I can analyze the impact of author’s choices on
regarding how to develop and relate elements of a story the development and relationship of elements of
a story or drama.
or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and
developed).
RL.11-12.4. Determine the meaning of words and
I can determine the meaning of words and
phrases as they are used in the text, including figurative phrases in literary text (figurative, connotative,
and connotative meanings; analyze the impact of
and technical meanings).
specific word choices on meaning and tone, including
words with multiple meanings or language that is
I can analyze the overall impact of word choices
particularly fresh, engaging, or beautiful. (Include
on meaning and tone (including words with
Shakespeare as well as other authors.)
multiple meanings or language that is particularly
fresh, engaging, or beautiful).
RL.11-12.5. Analyze how an author’s choices
I can analyze how an author’s choices about how
concerning how to structure specific parts of a text
to structure specific parts of a text contribute to
(e.g., the choice of where to begin or end a story, the
the overall structure, meaning and aesthetic
choice to provide a comedic or tragic resolution)
impact.
contribute to its overall structure and meaning as well
as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping a point of I can determine point of view whether it is
view requires distinguishing what is directly stated in a
expressed literally or figuratively.
text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
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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.
I can analyze multiple representations of a story,
drama or poem to evaluate each version’s
interpretation of the source text.
RL.11-12.9. Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational
works of American literature, including how two or
more texts from the same period treat similar themes
or topics.
I can describe the foundational works of
eighteenth-, nineteenth-, and twentieth-century
American 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.
CCS Standards: Reading – Informational Text
RI.11-12.1. Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as
well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RI.11-12.2. Determine two or more central ideas of a
text and analyze their development over the course of
the text, including how they interact and build on one
another to provide a complex analysis; provide an
objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence
of events and explain how specific individuals, ideas, or
events interact and develop over the course of the text.
I can compare and contrast how two or more
texts from the same period treat similar themes
or topics.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
Long-Term Target(s)
I can cite strong and thorough evidence to
support analysis of informational text, including
determining where the text leaves matters
uncertain.
I can determine multiple themes or central ideas
of an informational text.
I can analyze the development of the theme or
central idea over the course of the text (how they
interact and build on one another to produce a
complex account).
I can objectively summarize an informational
text.
I can explain how specific individuals, ideas, or
events interact and develop in a text with a
complex sequence of events or set of ideas.
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RI.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or
terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RI.11-12.5. Analyze and evaluate the effectiveness of
the structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
RI.11-12.6. Determine an author’s point of view or
purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to
the power, persuasiveness or beauty of the text.
RI.11-12.7. Integrate and evaluate multiple sources of
information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze how an author uses and refines the
meaning of key terms over the course of a text.
I can evaluate the effectiveness of the structure
of an author’s explanation or argument
(including whether the structure makes points
clear, convincing and engaging).
I can determine an author’s point of view or
purpose in a text with effective rhetoric.
I can analyze how style and content contribute to
the power, persuasiveness or beauty of the text.
I can integrate multiple sources of information
presented in different media and formats to
address a question or solve a problem.
I can evaluate multiple sources of information
presented in different media or formats in order
to address a question or solve a problem.
RI.11-12.8. Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist,
presidential addresses).
RI.11-12.9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of
historical and literary significance (including The
Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and
rhetorical features.
RI.11-12.10. By the end of grade 11, read and
comprehend literary nonfiction in the grades 11–CCR
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
I can evaluate the reasoning (premises, purposes,
and arguments) in seminal US texts and works of
public advocacy (including the application of
constitutional principles and use of legal
reasoning).
I can analyze the themes, purposes, and
rhetorical features in US documents of historical
and literary significance from the seventeenth-,
eighteenth-, and nineteenth-centuries.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11–CCR text
complexity band independently and proficiently.
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Standards: Writing
Long-Term Target(s)
W.11-12.1. Write arguments to support claims in an
I can write an analysis of substantive topics or
analysis of substantive topics or texts, using valid
text using valid reasoning and sufficient
reasoning and relevant and sufficient evidence.
evidence.
a. Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and
create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
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W.11-12.2. Write informative/explanatory texts to
examine and convey complex ideas, concepts, and
information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information
and examples appropriate to the audience’s
knowledge of the topic.
c. Use appropriate and varied transitions and syntax
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language, domain-specific vocabulary,
and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic).
I can write informative/explanatory texts that
convey complex ideas and concepts clearly and
accurately, using content that is carefully
selected, organized, and analyzed.
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W.11-12.3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a
problem, situation, or observation and its
significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so
that they build on one another to create a coherent
whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
d. Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
W.11-12.4. Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 1–3 above.)
W.11-12.5. Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products in response to ongoing feedback,
including new arguments or information.
I can write narrative texts about real or imagined
experiences using well-chosen details and
effective event sequences.
I can produce clear and coherent writing
appropriate to task, purpose and audience.
I can use the writing process to focus on what is
most significant for a specific purpose and
audience.
I can use technology to produce, publish, and
update writing products in response to ongoing
feedback, new arguments, and new information.
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W.11-12.7. Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations
of each source in terms of the task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
W.11-12.9. Draw evidence from literary or
informational texts to support analysis, reflection, and
research.
a. Apply grades 11–12 Reading standards to literature
(e.g., “Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American literature,
including how two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts, including the
application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises,
purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential
addresses]”).
W.11-12.10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range
of tasks, purposes
I can conduct research projects to answer a
question or solve a problem.
I can narrow or broaden my inquiry when
appropriate.
I can synthesize multiple sources on a subject.
I can gather relevant information from a variety
of authoritative sources.
I can use advanced searches effectively.
I can assess the strengths and limitations of each
source in terms of task, purpose, and audience.
I can selectively integrate information into text,
maintaining the flow of the piece.
I can follow a standard format for citation.
I can use evidence from literary informational
texts to support analysis, reflection and research.
I can adjust my writing practices for different
timeframes, tasks, purposes, and audiences.
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CCS Standards: Speaking & Listening
SL.11-12.1. Initiate and participate effectively in a range
of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made
on all sides of an issue; resolve contradictions when
possible; and determine what additional
information or research is required to deepen the
investigation or complete the task.
SL.11-12.2. Integrate multiple sources of information
presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility
and accuracy of each source and noting any
discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Long-Term Target(s)
I can initiate effective discussions with diverse
partners on grade 11-12 topics, texts, and issues.
I can express my own ideas clearly and
persuasively.
I can build on other’s ideas.
I can integrate multiple sources of information in
various media or formats to make informed
decisions and solve problems.
I can evaluate the credibility and accuracy of
each source (noting discrepancies among the
data).
I can evaluate a speaker’s ideas, organization and
style.
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SL.11-12.4. Present information, findings, and
supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are
addressed, and the organization, development,
substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English
when indicated or appropriate.
CCS Standards: Language
L.11-12.1. Demonstrate command of the conventions
of standard English grammar and usage when writing
or speaking.
a. Apply the understanding that usage is a matter of
convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster’s
Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11-12.2. Demonstrate command of the conventions
of standard English capitalization, punctuation, and
spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
L.11-12.3. Apply knowledge of language to understand
how language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
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.
I can present information appropriate to
purpose, audience and task (conveying a clear
and distinct perspective, such that listeners can
follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style).
I can strategically use digital media in
presentations to enhance understanding of
findings, reasoning, and evidence and to add
interest.
I can adapt my speech for a variety of contexts
and tasks, using formal English when indicated
or appropriate.
Long-Term Target(s)
I can use correct grammar and usage when
writing or speaking.
I can use correct capitalization, punctuation and
spelling.
I can vary grammar and sentence structure for
effect, consulting references for support.
I can analyze grammar and sentence structure in
complex text to aid my comprehension.
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L.11-12.4. Determine or clarify the meaning of
unknown and multiple-meaning words and phrases
based on grades 11–12 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of
a word or phrase.
b. Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its
part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
L.11-12.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., hyperbole,
paradox) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with
similar denotations.
L.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.
I can use a variety of strategies to determine the
meaning of unknown or multiple-meaning words
or phrases.
I can analyze figurative language, word
relationships and nuances in word meanings.
I can accurately use college- and career-ready
academic vocabulary to express my ideas.
I can use resources to build my vocabulary.
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Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 6-8
“BOOKEND” CCS Reading Standard 10:
Comprehend complex text independently and
proficiently
RL.8.10. By the end of grade 8, read and comprehend
literature, including stories, dramas, and poems, at the
high end of grades 6–8 text complexity band
independently and proficiently.
RI.8.10. By the end of grade 8, read and comprehend
literary nonfiction at the high end of the grades 6–8
text complexity band independently and proficiently.
RH.6-8.10. By the end of grade 8, read and
comprehend history/social studies texts in the grades
6–8 text complexity band independently and
proficiently.
RST.6-8.10. By the end of grade 8, read and
comprehend science/technical texts in the grades 6–8
text complexity band independently and proficiently.
Long-Term Target(s)
I can comprehend a wide range of complex
texts on my own.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
I can read grade-level primary and secondary
sources proficiently and independently.
I can read above-grade primary and secondary
sources with scaffolding and support.
I can read grade-level science/technical texts
proficiently and independently.
I can read above-grade science/technical texts
with scaffolding and support.
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“BOOKEND” CCS Reading Standard 1:
Cite evidence
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.
RI.8.1. Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
RH.6-8.1. Cite specific textual evidence to support
analysis of primary and secondary sources.
RST.6-8.1. Cite specific textual evidence to support
analysis of science and technical texts.
CCS Reading Standard 2:
Determine central ideas and summarize
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.
RI.8.2. Determine a central idea of a text and analyze
its development over the course of the text, including
its relationship to supporting ideas; provide an
objective summary of the text.
RH.6-8.2. Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge
or opinions.
RST.6-8.2. Determine the central ideas or conclusions
of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Long-Term Target(s)
I can cite strong and specific evidence from
a range of discipline-specific texts to support
my analysis.
I can cite text-based evidence that provides the
strongest support for my analysis of literary text.
I can cite text-based evidence that provides the
strongest support for an analysis of literary text.
I can cite specific evidence from primary and
secondary sources to support my analysis.
I can cite specific textual evidence from scientific
and technical texts to support my analysis.
Long-Term Target(s)
I can determine a theme or the central ideas
of a discipline-specific text.
I can objectively and accurately summarize
discipline-specific texts.
I can determine a theme or the central ideas of a
literary or informational text.
I can analyze the development of a theme or
central idea throughout the text (including its
relationship to the characters, setting, and plot).
I can objectively summarize literary text.
I can determine a theme or the central ideas of a
literary or informational text.
I can analyze the development of a theme or
central idea throughout the text (including its
relationship to the characters, setting, and plot).
I can objectively summarize informational text.
I can determine the central idea of a primary or
secondary source.
I can accurately summarize a primary or
secondary source.
I can determine the central idea or conclusions
of a scientific text.
I can objectively summarize a scientific text.
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CCS Reading Standard 3:
Analyze idea development
Long-Term Target(s)
I can analyze how an author develops ideas
in a discipline-specific text.
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.
RI.8.3. Analyze how a text makes connections among
and distinctions between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
RH.6-8.3. Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill
becomes law, how interest rates are raised or lowered).
RST.6-8.3. Follow precisely a multistep procedure
when carrying out experiments, taking measurements,
or performing technical tasks.
CCS Reading Standard 4:
Interpret word meaning
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.
I can identify and follow the steps described
in a discipline-specific text.
I can analyze how specific dialogue or incidents
in a plot propel the action, reveal aspects of a
character, or provoke a decision.
I can analyze the connections and distinctions
between individuals, ideas or events in a text.
I can identify key steps in a process described in
a primary or secondary source.
I can follow precisely a multi-step scientific or
technical procedure.
Long-Term Target(s)
I can determine the meaning and impact of
specialized vocabulary used in a wide range
of discipline-specific texts.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings)
I can analyze the impact of word choice on
meaning and tone (analogies or allusions).
RI.8.4. Determine the meaning of words and phrases as I can determine the meaning of words and
they are used in a text, including figurative,
phrases in text (figurative, connotative, and
connotative, and technical meanings; analyze the
technical meanings).
impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
I can analyze the impact of word choice on
meaning and tone (analogies or allusions).
RH.6-8.4. Determine the meaning of words and
I can determine the meaning of disciplinephrases as they are used in a text, including vocabulary specific words and phrases used in a primary or
specific to domains related to history/social studies.
secondary source.
RST.6-8.4. Determine the meaning of symbols, key
I can determine the meaning of specialized
terms, and other domain-specific words and phrases as symbols and technical vocabulary used in a
they are used in a specific scientific or technical context scientific or technical text.
relevant to grades 6–8 texts and topics.
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CCS Reading Standard 5:
Analyze text structure
RL.8.5. Compare and contrast the structure of two or
more texts and analyze how the differing structure of
each text contributes to its meaning and style.
RI.8.5. Analyze in detail the structure of a specific
paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
RH.6-8.5. Describe how a text presents information
(e.g., sequentially, comparatively, causally).
RST.6-8.5. Analyze the structure an author uses to
organize a text, including how the major sections
contribute to the whole and to an understanding of the
topic.
CCS Reading Standard 6:
Assess purpose and point of view
RL.8.6. Analyze how differences in the points of view
of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such
effects as suspense or humor.
RI.8.6. Determine an author’s point of view or purpose
in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
Long-Term Target(s)
I can analyze how and why the structure of a
discipline-specific text helps me understand
a topic or concept.
I can compare and contrast the structure of
multiple texts.
I can analyze how different structures impact
meaning and style of a text.
I can analyze the structure of a specific
paragraph in a text (including the role of
particular sentences in developing and refining a
key concept).
I can describe the organizational structure of a
primary or secondary source.
I can analyze how different structures impact
meaning of a text.
I can analyze how the sections of a text
contribute to the overall meaning.
Long-Term Target(s)
I can determine an author’s point of view or
purpose in a discipline-specific text based on
details in the text.
I can analyze how difference in points of view
between characters and audience create effects in
writing.
I can determine an author’s point of view or
purpose in informational text.
I can analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
I can identify aspects of the text that reveal and
author’s point of view or purpose.
RH.6-8.6. Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RST.6-8.6. Analyze the author’s purpose in providing
I can explain why the author describes a
an explanation, describing a procedure, or discussing an procedure, explains a concept, or discusses an
experiment in a text.
experiment.
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CCS Reading Standard 7:
Evaluate/integrate content from diverse formats
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.
RI.8.7. Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text,
video, multimedia) to present a particular topic or idea.
RH.6-8.7. Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RST.6-8.7. Integrate quantitative or technical
information expressed in words in a text with a version
of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
CCS Reading Standard 8:
Evaluate the argument
Long-Term Target(s)
I can integrate and evaluate content from
diverse formats.
I can analyze the extent to which a filmed or live
production follows the text or script of the same
literary text.
I can evaluate the choices made by director or
actors in presenting an interpretation of a script.
I can evaluate the advantages and disadvantages
of using different mediums to present an idea.
I can synthesize visual information with
information in print and digital texts.
I can synthesize visual information with other
information in a scientific or technical text.
Long-Term Target(s)
I can identify the argument and specific
claims in a discipline-specific text.
I can distinguish an argument that is logical
and well supported from an argument based
on speculation, insufficient, or irrelevant
evidence.
N/A
RI.8.8. Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced.
RH.6-8.8. Distinguish among fact, opinion, and
reasoned judgment in a text.
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
in a text (assessing whether the reasoning is
sound and the evidence is relevant and sufficient
to support the claims).
I can identify when irrelevant evidence is used.
I can explain the differences between facts,
reasoned judgments, and opinions.
I can identify facts, reasoned judgments, and
opinions in a text.
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RST.6-8.8. Distinguish among facts, reasoned
judgment based on research findings, and speculation
in a text.
I can explain the differences between facts,
reasoned judgment based on research, and
speculation.
I can identify facts, reasoned judgment based on
research, and speculation in a scientific text.
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CCS Reading Standard 9:
Analyze how multiple texts address similar topics
Long-Term Target(s)
I can compare and contrast how multiple
texts present the same topic.
RL.8.9. Analyze how a modern work of fiction draws
I can analyze the connections between modern
on themes, patterns of events, or character types from fiction and myths, traditional stories or religious
myths, traditional stories, or religious works such as the works (themes, patterns of events, character
Bible, including describing how the material is rendered types).
new.
RI.8.9. Analyze a case in which two or more texts
I can analyze texts for disagreement on facts or
provide conflicting information on the same topic and interpretation.
identify where the texts disagree on matters of fact or
interpretation.
RH.6-8.9. Analyze the relationship between a primary
I can compare and contrast a primary and
and secondary source on the same topic.
secondary source about the same topic.
RST.6-8.9. Compare and contrast the information
gained from experiments, simulations, video, or
multimedia sources with that gained from reading a
text on the same topic.
I can compare and contrast the information
gained from a variety of sources about the same
scientific topic.
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Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 9-10
“BOOKEND” CCS Reading Standard 10:
Comprehend complex text independently and
proficiently
RL.9-10.10. By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range.
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.
RI.9-10.10. By the end of grade 9, read and
comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text
complexity band independently and proficiently.
RH.9-10.10. By the end of grade 10, read and
comprehend history/social studies texts in the grades
9–10 text complexity band independently and
proficiently.
RST.9-10.10. By the end of grade 10, read and
comprehend science/technical texts in the grades 9–10
text complexity band independently and proficiently.
Long-Term Target(s)
I can comprehend a wide range of complex
texts on my own.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
I can read grade-level primary and secondary
sources proficiently and independently.
I can read above-grade primary and secondary
sources with scaffolding and support.
I can read grade-level science/technical texts
proficiently and independently.
I can read above-grade science/technical texts
with scaffolding and support.
“BOOKEND” CCS Reading Standard 1:
Cite evidence
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.
RI.9-10.1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
Long-Term Target(s)
I can cite strong, specific, and thorough
evidence from a range of discipline-specific
texts to support my analysis.
I can cite text-based evidence that provides
strong and thorough support for an analysis of
literary text.
I can cite strong and thorough evidence to
support an analysis of informational text.
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RH.9-10.1. Cite specific textual evidence to support
analysis of primary and secondary sources,
attending
to such features as the date and origin of
the information.
RST.9-10.1. Cite specific textual evidence to support
analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
I can cite specific evidence from primary and
secondary sources to support my analysis
(attending to such features as the date and origin
of the information).
I can cite specific textual evidence from scientific
and technical texts to support my analysis
(attending to the precise details of explanations
or descriptions).
CCS Reading Standard 2:
Determine central ideas and summarize
Long-Term Target(s)
I can determine a theme or the central ideas
of a discipline-specific text.
I can accurately and objectively summarize
discipline-specific texts.
RL.9-10.2. Determine a theme or central idea of a text I can determine the theme or central idea of a
and analyze in detail its development over the course of literary text.
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
I can analyze the development of the theme or
summary of the text.
central idea over the course of the text (how it
emerges and is shaped and refined by details).
RI.9-10.2. Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the
text.
RH.9-10.2. Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the
course of the text.
RST.9-10.2. Determine the central ideas or conclusions
of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an
accurate summary of the text.
I can objectively summarize a literary text.
I can determine the theme or central idea of a
text.
I can analyze the development of the theme or
central idea over the course of the text (how it
emerges and is shaped and refined by details).
I can objectively summarize an informational
text.
I can determine the central idea of a primary or
secondary source.
I can accurately summarize how key events or
ideas develop over the course of the text.
I can determine the central idea or conclusions
of a scientific or technical text.
I can trace a text’s explanation or depiction of a
complex process, phenomenon, or concept.
I can accurately summarize a scientific or
technical text.
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CCS Reading Standard 3:
Analyze idea development
Long-Term Target(s)
I can analyze how an author develops ideas
in a discipline-specific text.
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.
RI.9-10.3. Analyze how the author unfolds an analysis
or series of ideas or events, including the order in
which the points are made, how they are introduced
and developed, and the connections that are drawn
between them.
RH.9-10.3. Analyze in detail a series of events
described in a text; determine whether earlier events
caused later ones or simply preceded them.
RST.9-10.3. Follow precisely a complex multistep
procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text.
I can identify and follow the steps described
in a discipline-specific text.
I can analyze how complex characters develop,
interact with other characters, and advance the
plot or theme.
I can analyze how an author unfolds an analysis
or series of ideas (including the order in which
the points are made, how they are introduced
and developed, and the connections that are
drawn between them).
I can analyze a series of events described in a
text.
I can determine whether earlier events caused
later ones or simply preceded them.
I can follow precisely a complex multistep
experimental procedure, including taking
measurements or performing technical tasks.
I can attend to special cases or exceptions
defined in the text.
CCS Reading Standard 4:
Interpret word meaning
Long-Term Target(s)
I can determine the meaning and impact of
specialized vocabulary used in a wide range
of discipline-specific texts.
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).
RI.9-10.4. Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
I can determine the meaning of words and
phrases in literary text (figurative, connotative,
and technical meanings)
I can analyze the overall impact of word choice
on meaning and tone.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze the overall impact of word choice
on meaning and tone.
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RH.9-10.4. Determine the meaning of words and
phrases
as they are used in a text, including
vocabulary describing political, social, or economic
aspects of history/social studies.
RST.9-10.4. Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
I can determine the meaning of specific words
and phrases used in a primary or secondary
source (including discipline-specific vocabulary
about the political, social, or economic aspects of
history).
I can determine the meaning of specialized
symbols and technical vocabulary used in a
scientific or technical text.
CCS Reading Standard 5:
Analyze text structure
Long-Term Target(s)
I can analyze how and why the structure of a
discipline-specific text helps me understand
a topic or concept.
RL.9-10.5. Analyze how an author’s choices concerning
how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or
surprise.
RI.9-10.5. Analyze in detail how an author’s ideas or
claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter).
RH.9-10.5. Analyze how a text uses structure to
emphasize key points or advance an explanation or
analysis.
RST.9-10.5.5. Analyze the structure of the relationships
among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force,
energy).
I can analyze how an author’s choices about how
to structure text, order events, and manipulate
time create intended effects.
CCS Reading Standard 6:
Assess purpose and point of view
Long-Term Target(s)
I can determine an author’s point of view or
purpose in a discipline-specific text based on
details in the text.
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.
I can analyze a specific point of view or cultural
experience in world literature.
I can analyze how author’s ideas or claims are
developed and refined by other sections of text
(sentences, paragraphs, or larger portions of
text).
I can analyze how a text uses structure to
emphasize key points or advance an explanation
or analysis.
I can analyze the relationships among concepts
and processes in a scientific text.
I can explain the relationship among key terms in
a scientific or technical text.
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RI.9-10.6. Determine an author’s point of view or
purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
I can determine an author’s point of view of
purpose in informational text.
CCS Reading Standard 7:
Integrate/evaluate content from diverse formats
Long-Term Target(s)
I can integrate and evaluate content from
diverse formats.
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).
RI.9-10.7. Analyze various accounts of a subject told in
different mediums (e.g., a person’s life story in both
print and multimedia), determining which details are
emphasized in each account.
RH.9-10.7. Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in
print or digital text.
RST.9-10.7. Translate quantitative or technical
information expressed in words in a text into visual
form (e.g., a table or chart) and translate information
expressed visually or mathematically (e.g., in an
equation) into words.
I can compare and contrast the representation of
a subject or scene in two different mediums
(including what is emphasized or absent in each
treatment)
I can analyze how an author uses rhetoric to
advance his/her point of view or purpose.
RH.9-10.6. Compare the point of view of two or more I can compare and contrast the point of view of
authors for how they treat the same or similar topics,
two or more authors for how they treat similar
including which details they include and emphasize in
topics (including which details they include and
their respective accounts.
emphasize in their respective accounts).
RST.9-10.6. Analyze the author’s purpose in providing I can analyze the author’s purpose for providing
an explanation, describing a procedure, or discussing an an explanation, describing a procedure or
experiment in a text, defining the question the author
discussing an experiment.
seeks to address.
I can explain the question the author is
addressing in a scientific or technical text.
I can analyze various accounts of the same
subject from different mediums to determine
which details are emphasized.
I can integrate quantitative or technical analysis
with qualitative analysis in print or digital text.
I can create a visual representation to translate
technical information expressed in words in a
text.
I can translate visual or mathematical text into
words, using quantitative or technical vocabulary.
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CCS Reading Standard 8:
Evaluate the argument
Long-Term Target(s)
I can identify the argument and specific
claims in a discipline-specific text.
RI.9-10.8. Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning.
RH.9-10.8. Assess the extent to which the reasoning
and evidence in a text support the author’s claims.
RST.9-10.8. Assess the extent to which the reasoning
and evidence in a text support the author’s claim or a
recommendation for solving a scientific or technical
problem.
I can distinguish an argument that is logical
and well supported from an argument based
on speculation, insufficient, or irrelevant
evidence.
I can identify the argument and specific claims in
a text.
I can evaluate the argument and specific claims
in a text (assessing whether the reasoning is
sound and the evidence is relevant and sufficient
to support the claims).
I can identify false statements and flawed
reasoning.
I can assess how well an author’s claim is
supported by reasoning and evidence.
I can analyze to what degree an author’s
reasoning and evidence in a text supports a claim
or recommendation for solving a scientific or
technical problem.
CCS Reading Standard 9:
Analyze how multiple texts address similar topics
Long-Term Target(s)
I can compare and contrast how multiple
texts present the same topic.
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).
RI.9-10.9. Analyze seminal U.S. documents of
historical and literary significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s
Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related
themes and concepts.
RH.9-10.9. Compare and contrast treatments of the
same topic in several primary and secondary sources.
I can analyze how an author uses and transforms
source material in a specific work.
I can analyze important US historical documents
and literary texts for related themes and
concepts.
I can compare and contrast how the same topic
is addressed in several primary and secondary
sources.
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RST.9-10.9. Compare and contrast findings presented
in a text to those from other sources (including their
own experiments), noting when the findings support or
contradict previous explanations or accounts.
I can compare and contrast findings presented in
a variety of sources that support or contradict
previous explanations or accounts of a scientific
or technical problem.
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Disciplinary Reading Common Core State Standards & Long-Term Learning Targets
Grades 11-12
“BOOKEND” CCS Reading Standard 10:
Comprehend complex text independently and
proficiently
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.
RI.11-12.10. By the end of grade 11, read and
comprehend literary nonfiction in the grades 11–CCR
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11–CCR text
complexity band independently and proficiently.
RH.11-12.10. By the end of grade 12, read and
comprehend history/social studies texts in the grades
11–CCR text complexity band independently and
proficiently.
RST.11-12.10. By the end of grade 12, read and
comprehend science/technical texts in the grades 11–
CCR text complexity band independently and
proficiently.
“BOOKEND” CCS Reading Standard 1:
Cite evidence
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.
Long-Term Target(s)
I can comprehend a wide range of complex
texts on my own.
I can read grade-level literary texts proficiently
and independently.
I can read above-grade literary texts with
scaffolding and support.
I can read grade-level informational texts
proficiently and independently.
I can read above-grade informational texts with
scaffolding and support.
I can read grade-level primary and secondary
sources proficiently and independently.
I can read above-grade primary and secondary
sources with scaffolding and support.
I can read grade-level scientific/technical texts
proficiently and independently.
I can read above-grade scientific/technical texts
with scaffolding and support.
Long-Term Target(s)
I can cite strong, specific, and thorough
evidence from a range of discipline-specific
texts to support my analysis.
I can cite text-based evidence that provides
strong and thorough support for an analysis of
literary text, including determining where the text
leaves matters uncertain.
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RI.11-12.1. Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as
well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RH.11-12.1. Cite specific textual evidence to support
analysis of primary and secondary sources, connecting
insights gained from specific details to an
understanding of the text as a whole.
RST.11-12.1. Cite specific textual evidence to support
analysis of science and technical texts, attending to
important distinctions the author makes and to any
gaps or inconsistencies in the account.
I can cite strong and thorough evidence to
support analysis of informational text, including
determining where the text leaves matters
uncertain.
I can cite specific evidence from primary and
secondary sources to support my analysis
(connecting insights gained from specific details
to an understanding of the text as a whole).
I can cite supporting textual evidence to support
analysis of scientific and technical texts, citing
supporting textual evidence.
CCS Reading Standard 2:
Determine central ideas and summarize
Long-Term Target(s)
I can determine a theme or the central ideas
of a discipline-specific text.
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.
RI.11-12.2. Determine two or more central ideas of a
text and analyze their development over the course of
the text, including how they interact and build on one
another to provide a complex analysis; provide an
objective summary of the text.
I can identify important distinctions the author
makes and any gaps or inconsistencies in the
account.
I can accurately and objectively summarize
discipline-specific texts.
I can determine multiple themes or central ideas
of a literary text.
I can analyze the development of the theme or
central idea over the course of the text (how they
interact and build on one another to produce a
complex account).
I can objectively summarize a literary text.
I can determine multiple themes or central ideas
of an informational text.
I can analyze the development of the theme or
central idea over the course of the text (how they
interact and build on one another to produce a
complex account).
I can objectively summarize an informational
text.
RH.11-12.2. Determine the central ideas or information I can determine the central idea of a primary or
of a primary or secondary source; provide an accurate
secondary source.
summary that makes clear the relationships among the
key details and ideas.
I can provide an accurate summary that identifies
the relationships among key details and ideas.
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RST.11-12.2. Determine the central ideas or
conclusions of a text; summarize complex concepts,
processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
I can accurately paraphrase the central ideas or
conclusions of a text, including the key concepts
and processes.
CCS Reading Standard 3:
Analyze idea development
Long-Term Target(s)
I can analyze how an author develops ideas
in a discipline-specific text.
I can identify and follow the steps described
in a discipline-specific text.
RL.11-12.3. Analyze the impact of the author’s choices I can analyze the impact of author’s choices on
regarding how to develop and relate elements of a story the development and relationship of elements of
or drama (e.g., where a story is set, how the action is
a story or drama.
ordered, how the characters are introduced and
developed).
RI.11-12.3. Analyze a complex set of ideas or sequence I can explain how specific individuals, ideas, or
of events and explain how specific individuals, ideas, or events interact and develop in a text with a
events interact and develop over the course of the text. complex sequence of events or set of ideas.
RH.11-12.3. Evaluate various explanations for actions
I can evaluate various explanations for actions or
or events and determine which explanation best
events.
accords with textual evidence, acknowledging where
the text leaves matters uncertain.
I can determine which explanation is best
supported by textual evidence and acknowledge
where the text leaves matters uncertain.
RST.11-12.3. Follow precisely a complex multistep
I can follow precisely a complex multistep
procedure when carrying out experiments, taking
experimental procedure, including taking
measurements, or performing technical tasks; analyze
measurements or performing technical tasks.
the specific results based on explanations in the text.
I can analyze the specific results based upon
explanations in the text.
CCS Reading Standard 4:
Interpret word meaning
Long-Term Target(s)
I can determine the meaning and impact of
specialized vocabulary used in a wide range
of discipline-specific texts.
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.)
I can determine the meaning of words and
phrases in literary text (figurative, connotative,
and technical meanings).
I can analyze the overall impact of word choices
on meaning and tone (including words with
multiple meanings or language that is particularly
fresh, engaging, or beautiful).
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RI.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or
terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RST.11-12.4. Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as
they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
CCS Reading Standard 5:
Analyze text structure
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.
RI.11-12.5. Analyze and evaluate the effectiveness of
the structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
RH.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute
to the whole.
RST.11-12.5. Analyze how the text structures
information or ideas into categories or hierarchies,
demonstrating understanding of the information or
ideas.
I can determine the meaning of words and
phrases in text (figurative, connotative, and
technical meanings).
I can analyze how an author uses and refines the
meaning of key terms over the course of a text.
I can determine the meaning of specific words
and phrases used in a primary or secondary
source.
I can analyze how an author uses and refines the
meaning of key terms over the course of a text.
I can determine the meaning of specialized
symbols and technical vocabulary used in a
scientific or technical text.
Long-Term Target(s)
I can analyze how and why the structure of a
text helps me understand a topic or concept
and appreciate the aesthetic impact of the
text.
I can analyze how an author’s choices about how
to structure specific parts of a text contribute to
the overall structure, meaning and aesthetic
impact.
I can evaluate the effectiveness of the structure
of an author’s explanation or argument
(including whether the structure makes points
clear, convincing and engaging).
I can analyze how a complex primary source is
structured.
I can explain how key sentences, paragraphs, and
larger portions of the text contribute to the
whole.
I can analyze how a text is structured into
categories or hierarchies, and how that structure
supports my understanding of the information or
ideas.
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CCS Reading Standard 6:
Assess purpose and point of view
Long-Term Target(s)
I can determine an author’s point of view or
purpose in a text even when it is not directly
stated.
RL.11-12.6. Analyze a case in which grasping a point of
view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
RI.11-12.6. Determine an author’s point of view or
purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to
the power, persuasiveness or beauty of the text.
I can determine point of view whether it is
expressed literally or figuratively.
RH.11-12.6. Evaluate authors’ differing points of view
on the same historical event or issue by assessing the
authors’ claims, reasoning, and evidence.
I can determine an author’s point of view or
purpose in a text with effective rhetoric.
I can analyze how style and content contribute to
the power, persuasiveness, or beauty of the text.
I can evaluate authors’ differing points of view
on the same historical event or issue.
I can assess authors’ claims, reasoning, and
evidence.
RST.11-12.6. Analyze the author’s purpose in providing I can analyze the author’s purpose for providing
an explanation, describing a procedure, or discussing an an explanation, describing a procedure or
experiment in a text, identifying important issues that
discussing an experiment.
remain unresolved.
I can identify important issues that remain
unresolved in a scientific or technical text.
CCS Reading Standard 7:
Integrate/evaluate content from diverse formats
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.
RI.11-12.7. Integrate and evaluate multiple sources of
information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
Long-Term Target(s)
I can integrate and evaluate content from
diverse formats to address a question or
solve a problem.
I can analyze multiple representations of a story,
drama or poem to evaluate each version’s
interpretation of the source text.
I can integrate multiple sources of information
presented in different media and formats to
address a question or solve a problem.
I can evaluate multiple sources of information
presented in different media or formats in order
to address a question or solve a problem.
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RH.11-12.7. Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
RST.11-12.7. Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
I can integrate and evaluate multiple sources of
information in a variety of formats and media to
address a question or solve a problem.
CCS Reading Standard 8:
Evaluate the argument
Long-Term Target(s)
I can identify the argument and specific
claims in a discipline-specific text and.
I can integrate and evaluate multiple sources of
information in a variety of formats and media to
address a question or solve a problem.
I can challenge or corroborate the argument
in a discipline-specific text by drawing on
additional information.
N/A
RI.11-12.8. Delineate and evaluate the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and arguments in
works of public advocacy (e.g., The Federalist,
presidential addresses).
RH.11-12.8. Evaluate an author’s premises, claims, and
evidence by corroborating or challenging them with
other information.
RST.11-12.8. Evaluate the hypotheses, data, analysis,
and conclusions in a science or technical text, verifying
the data when possible and corroborating or
challenging conclusions with other sources of
information.
I can evaluate the reasoning (premises, purposes,
and arguments) in seminal US texts and works of
public advocacy (including the application of
constitutional principles and use of legal
reasoning).
I can evaluate an author’s premises, claims, and
evidence by corroborating or challenging them
with other information.
I can evaluate the hypotheses, data, analysis and
conclusions in a science or technical text by
verifying the data when possible.
I can corroborate or challenge conclusions with
other sources of information.
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CCS Reading Standard 9:
Analyze how multiple texts address similar topics
RL.11-12.9. Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational
works of American literature, including how two or
more texts from the same period treat similar themes
or topics.
RI.11-12.9. Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of
historical and literary significance (including The
Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second
Inaugural Address) for their themes, purposes, and
rhetorical features.
RH.11-12.9. Integrate information from diverse
sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies
among sources.
RST.11-12.9. Synthesize information from a range of
sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when
possible.
Long-Term Target(s)
I can compare and contrast how multiple
texts present the same topic.
I can notice and resolve discrepancies
between different texts on the same topic.
I can describe the foundational works of
eighteenth-, nineteenth-, and twentieth-century
American literature.
I can compare and contrast how two or more
texts from the same period treat similar themes
or topics.
I can analyze the themes, purposes, and
rhetorical features in US documents of historical
and literary significance from the seventeenth-,
eighteenth-, and nineteenth-centuries.
I can integrate information from diverse primary
and secondary sources into a coherent
understanding of an idea or event.
I can note discrepancies among sources.
I can synthesize information from a variety of
sources into a coherent understanding of a
process, phenomenon or concept.
I can resolve conflicting information when
possible.
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