Ask and answer questions about key. Ask and answer: who, what, where, when, why, how. Demonstrate understanding

Transcription

1 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Stards for Literature K 8 College Career Key Ideas Details 1. Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual when writing or speaking to support s drawn from the text. 2. Determine central ideas or themes of a text analyze their development; summarize the key supporting ideas. 3. Analyze how why individuals, events, ideas develop interact over the course of a text. Craft Structure 4. Interpret phrases as they are used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. WPS, ask about key WPS, retell stories Include key WPS, identify characters, settings, major events Ask about unknown Ask about key Retell stories Include key Demonstrate understing characters, settings, major events Include key that suggest feelings or appeal to the senses Ask : who, what, where, when, why, how Demonstrate understing Recount stories central message characters' responses to major events challenges how phrases supply rhythm meaning Ask Demonstrate understing Refer explicitly to text Recount stories central message Explain how convey central message characters Explain how characters' actions contribute to sequence of events word meaning using text Distinguish literal from nonliteral language Refer to examples Explain text explicitly Draw inferences from text theme Summarize text characters in depth Draw on specific word meaning using text, including those that allude to mythological characters Quote from text Explain text explicitly Draw inferences from text theme, using character response to challenges narrator reflection Summarize text Compare contrast characters, settings, or events Draw on specific word meaning using text, including figurative language Cite textual Support analysis of text message inferences theme Analyze theme development Provide an objective summary of text Analyze how dialogue events contribute to plot sequence /or character development word meaning, including figurative connotative meanings Analyze the impact of word choice WPS = With prompting support (i.e., scaffolding)

2 Reading Stards for Literature K 8 College Career Craft Structure Page 2 5. Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. Recognize text types Explain major differences literary al texts; draw on a range of text types story structure, including introductions s Refer to story parts when writing or speaking story part succession Explain major differences texts Refer to structural elements when writing or speaking Explain how story parts provide overall structure Analyze how story structure contributes to meaning tone 6. Assess how point of view or purpose shapes the content style of a text. WPS, name author illustrator; define role of each narrator Acknowledge differences in points of view Speak in different voices for different characters Distinguish own point of view from characters or narrator Compare contrast narration, including first thirdperson story narrations how point of view influences event descriptions Analyze the points of view of characters, narrators, audience Integration of Knowledge Ideas 7. Integrate evaluate content presented in diverse media formats, including visually quantitatively, as well as in. WPS, describe illustration story relationship Use illustrations to describe story elements Use illustrations to demonstrate understing of story elements Explain how illustration aspects contribute to story elements Make connections text illustration where each reflects message Analyze visual multimedia elements Compare contrast analyze written stories from alternative production formats 8. Delineate evaluate the argument specific claims in a text, including the validity of reasoning as well as the relevance sufficiency of. (Not applicable to literature) (Not applicable to literature) (Not applicable to literature) (Not applicable to literature) (Not applicable to literature) (Not applicable to literature) (Not applicable to literature) 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. WPS, compare contrast character experiences Compare contrast character experiences Compare contrast different versions of the same story Compare contrast story elements in a book series Compare contrast story elements in world literature Compare contrast story elements in books from same genre Analyze how story elements are used to evoke meaning WPS = With prompting support (i.e., scaffolding)

3 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Stards for Literature K 8 College Career Range of Reading Level of Text Complexity 10. Read complex literary al texts independently proficiently. Engage in group reading activities WPS, read in grade 1 b Read in grades 2 3 b, WPS at high end Read in grades 2 3 b Read in grades 4 5 b, WPS at high end Read in grades 4 5 b Read in grades 6 8 b, WPS as needed in grades 6 7 WPS = With prompting support (i.e., scaffolding)

4 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Stards for Informational Texts K 8 College Career Key Ideas Details 1. Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual when writing or speaking to support s drawn from the text. WPS, ask about key Ask about key Ask : who, what, where, when, why, how Demonstrate understing Ask Demonstrate understing Refer explicitly to text Refer to examples Explain text explicitly Draw inferences from text Quote from text Explain text explicitly Draw inferences from text Cite textual Support analysis of text message inferences 2. Determine central ideas or themes of a text analyze their development; summarize the key supporting ideas. WPS, identify topic retell key ideas topic retell main ideas overall topic focus of specific paragraphs main idea Recount key Explain main idea support main idea Explain support Summarize multiple main ideas Explain support Summarize central idea Analyze idea development Summarize objectively 3. Analyze how why individuals, events, ideas develop interact over the course of a text. WPS, describe connection two elements connection two elements connection multiple text elements connection multiple text elements Use proper language Explain text elements, based on specific textual Explain relationships multiple text elements, using specific Analyze textual connections in detail Craft Structure 4. Interpret phrases as they are used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. WPS, ask about unknown Ask to determine or clarify word meaning meaning of phrases in a grade 2 topic or subject area meaning of phrases in a grade 3 topic or subject area meaning of phrases in a grade 4 topic or subject area meaning of phrases in a grade 5 topic or subject area meaning of complex phrases as they are used in a text WPS = With prompting support (i.e., scaffolding)

5 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Stards for Informational Texts K 8 College Career Craft Structure 5. Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. 6. Assess how point of view or purpose shapes the content style of a text. Integration of Knowledge Ideas 7. Integrate evaluate content presented in diverse media formats, including visually quantitatively, as well as in. 8. Delineate evaluate the argument specific claims in a text, including the validity of reasoning as well as the relevance sufficiency of. book parts Name author illustrator Define role of each WPS, describe relationship text illustrations WPS, identify supporting reasons Know use text features Locate Distinguish illustrations from Use illustrations to describe key ideas supporting reasons Know use text features Locate effectively author's purpose Explain how images contribute to clarify a text how reasons support points Use text features search tools Locate effectively Distinguish own point of view from author s Use illustrations to demonstrate understing of text connections parts of a text structure of Compare contrast first secondh account differences accounts Interpret visual multimedia Explain how contributes to textual understing Explain how reasons support points Compare contrast structure of across texts Analyze multiple accounts, noting similarities differences Draw on from multiple illustrations or multimedia to solve problems Explain how reasons support points supporting reasons Analyze the structure of a text, the role of major sections sentences author s point of view Analyze how author responds to other viewpoints Evaluate different forms of media for presenting different ideas Trace evaluate argument specific claims within a text Assess if reasoning is sound relevant WPS = With prompting support (i.e., scaffolding)

6 Reading Stards for Informational Texts K 8 College Career Integration of Knowledge Ideas 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. WPS, identify similarities differences two texts Range of Reading Level of Text Complexity 10. Read complex literary al texts independently proficiently. Engage in group reading activities similarities differences two texts WPS, read in grade 1 b Compare contrast key points in two texts Read in grades 2 3 b, WPS at high end Compare contrast key points in two texts Read in grades 2 3 b Integrate from two texts to write or speak Read in grades 4 5 b, WPS at high end Integrate from several texts to write or speak Read in grades 4 5 b Page 6 Analyze two or more texts using different arguments /or Read in grades 6 8 b, WPS as needed in grades 6 7 WPS = With prompting support (i.e., scaffolding)

7 Foundational Skills for K 5 Anchor Stard: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Print Concepts 1. Demonstrate understing of the organization basic features of print. Phonological Awareness 2. Demonstrate understing of spoken, syllables, sounds (phonemes). Follow from left to right, top to bottom, page by page Recognize that spoken are represented in written language by specific letter sequences Underst that are separated by spaces in print Recognize name all upper lowercase letters Recognize produce rhyming Count, produce, blend, segment syllables Blend segment onsets rimes of single-syllable Isolate produce the initial, medial vowel, final sounds Add or substitute sounds in simple to make new Recognize the distinguishing features of a sentence Distinguish long from short vowel sounds Orally produce single-syllable by blending sounds Isolate produce initial, medial vowel, final sounds Segment spoken single-syllable into their complete sequence of individual sounds (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) (Ends in grade 1) Page 7 Note: In kindergarten, children are expected to demonstrate increasing awareness competence in the areas that follow.

8 Foundational Skills for K 5 Anchor Stard: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Phonics Word Recognition 3. Know apply grade-level phonics word analysis skills in decoding Demonstrate basic knowledge of letter-sound correspondence Produce the primary or most frequent sounds for each consonant Associate long short sounds with spellings for five major vowels Read high-frequency by sight Distinguish similarly spelled by identifying the sounds of the letters that differ Know the spellingsound correspondences for digraphs, final vowel team conventions for long vowel sounds Decode regular one-syllable, two-syllable using basic syllabic patterns. the number of syllables in a printed word Read with inflectional endings Recognize read gradeappropriate irregular Distinguish long short vowels when reading regular one-syllable Know spellingsound correspondences for vowel teams Decode regularly spelled twosyllable with long vowels, with prefixes suffixes with inconsistent but spellingsound correspondences Recognize read gradeappropriate irregular know the meaning of the most prefixes derivational suffixes Decode with Latin suffixes, multisyllabic Recognize read gradeappropriate irregular Use combined knowledge of all letter-sound correspondences, syllabication patterns, morphology to read accurately unfamiliar multisyllabic in context out of context Page 8 Use combined knowledge of all letter-sound correspondences, syllabication patterns, morphology to read accurately unfamiliar multisyllabic in context out of context Note: In kindergarten, children are expected to demonstrate increasing awareness competence in the areas that follow.

9 Foundational Skills for K 5 Anchor Stard: Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Fluency 4. Read with sufficient accuracy fluency to support comprehension. Read emergentreader texts with purpose understing Read on-level text with purpose understing Read on-level text orally with accuracy, appropriate rate, expression on successive readings Use context to confirm or selfcorrect word recognition understing Reread as necessary Read on-level text with purpose understing Read on-level text orally with accuracy, appropriate rate, expression on successive readings Use context to confirm or selfcorrect word recognition understing Reread as necessary Read on-level text with purpose understing Read on-level prose poetry orally with accuracy, appropriate rate, expression on successive readings Use context to confirm or selfcorrect word recognition understing Reread as necessary Read on-level text with purpose understing Read on-level prose poetry orally with accuracy, appropriate rate, expression on successive readings Use context to confirm or selfcorrect word recognition understing Reread as necessary Page 9 Read on-level text with purpose understing Read on-level prose poetry orally with accuracy, appropriate rate, expression on successive readings Use context to confirm or selfcorrect word recognition understing Reread as necessary Note: In kindergarten, children are expected to demonstrate increasing awareness competence in the areas that follow.

10 Writing Stards for K 8 College Career Text Types Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient. Draw, dictate, write opinion pieces opinion pieces with reasons basic structure opinion pieces with an reasons using linking a opinion pieces with an organizational structure, reasons, linking, a opinion pieces with an organizational structure, facts, linking phrases, a opinion pieces with an organizational structure, logically ordered reasons, linking, phrases, clauses, a Page 10 arguments to support claims with reasons relevant, with an logical organization, supporting claims, linking, phrases, clauses, a formal style, a 2. Write informative/ explanatory texts to examine convey complex ideas clearly accurately through the effective selection, organization, analysis of content. Draw, dictate, write informative/ex planatory texts informative/ex planatory texts with some facts basic structure informative/ex planatory texts with an developed points, a informative/ex planatory texts with an grouped related, illustrations, facts, linking, a informative/ explanatory texts with an organizational structure, formatting, illustrations, multimedia,, facts, quotations, linking phrases, precise language, domainspecific vocabulary, a informative/ explanatory texts with an organizational structure, formatting, illustrations, multimedia,, facts, quotations, linking, phrases, clauses, precise language, domainspecific vocabulary, a informative/ explanatory texts with an organizational structure, formatting, graphics, multimedia,, facts, quotations, appropriate transitions, precise language, domainspecific vocabulary, a formal style, a. WPS = With prompting support (i.e., scaffolding)

11 Writing Stards for K 8 College Career Text Types Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen, wellstructured event sequences. Production Distribution of Writing 4. Produce clear coherent writing in which the development, organization, style are appropriate to the task, purpose, audience. 5. Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Draw, dictate, write to narrate a single event or loose series of events Sequence provide reactions grade 3) WPS, respond to suggestions WPS, add to strengthen writing narratives using sequencing,, temporal, a closing grade 3) WPS, respond to suggestions WPS, add to strengthen writing on a topic narratives of events or loose series of events, using, temporal, a closing grade 3) WPS, strengthen topical writing as needed by revising editing narratives of real or imagined events using, natural sequencing, an developed experiences, temporal diction, a WPS, develop organize writing WPS, develop strengthen writing by planning, revising, editing narratives of real or imagined events using, natural sequencing, an developed experiences responses, transitional precise diction, a Develop organize clear coherent writing WPS, develop strengthen writing by planning, revising, editing narratives of real or imagined events using, natural sequencing, an developed experiences responses, transitional precise diction, a Develop organize clear coherent writing WPS, develop strengthen writing by planning, revising, editing, or trying a new approach Page 11 narratives of real or imagined events using natural sequencing, a clear context point of view, an narrative techniques, transitional precise diction, a Produce clear coherent writing appropriate for grade level (see Writing Stards 1 3) WPS, develop strengthen writing by planning, revising, editing, rewriting, or trying a new approach Focus on task, purpose, audience WPS = With prompting support (i.e., scaffolding)

12 Writing Stards for K 8 College Career Production Distribution of Writing 6. Use technology, including the Internet, to produce publish writing to interact collaborate with others. WPS, collaboratively produce publish writing using digital tools Research to Build Present Knowledge 7. Conduct short as well as more sustained research projects based on focused, demonstrating understing of the subject under investigation. 8. Gather relevant from multiple print digital sources, assess the credibility accuracy of each source, integrate the while avoiding plagiarism. Collaborate on research writing projects WPS, recall to a question WPS, collaboratively produce publish writing using digital tools Collaborate on research writing projects WPS, recall to a question WPS, collaboratively produce publish writing using digital tools Collaborate on research writing projects Recall to a question WPS, produce publish writing, collaborate with others using digital tools Conduct short research projects Recall to a question Take brief notes Sort WPS, produce publish writing, collaborate with others using digital tools Type one page in a single setting Conduct short research projects Investigate different aspects of a topic Recall or gather Take notes List sources WPS, produce publish writing, collaborate with others using digital tools Type one page in a single setting Conduct short research projects Use several sources Investigate different aspects of a topic Recall or gather Summarize List sources Page 12 Use technology to produce publish writing Present the relationships ideas effectively Interact collaborate with others Conduct short research projects Draw on several sources Generate for further investigation Gather Assess source credibility Quote or paraphrase Avoid plagiarism Follow stard citation format WPS = With prompting support (i.e., scaffolding)

13 Writing Stards for K 8 College Career Research to Build Present Ideas 9. Draw from literary or al texts to support analysis, reflection, research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audiences. grade 4) grade 3) grade 4) grade 3) grade 4) grade 3) grade 4) routinely over long short time frames Draw from literature al texts according to grade 4 reading stards routinely over long short time frames Draw from literature al texts according to grade 5 reading stards routinely over long short time frames Page 13 Draw from literature al texts according to grades 6 8 reading stards routinely over long short time frames for a range of tasks, purposes, audiences WPS = With prompting support (i.e., scaffolding)

14 Speaking Listening Stards for K 8 College Career Comprehension Collaboration Page Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others' ideas expressing their own clearly persuasively. Converse with partners about kindergarten topics texts in small large groups Follow discussion rules Converse with multiple exchanges Converse with partners about grade 1 topics texts in small large groups. Follow discussion rules Respond to comments Ask Converse with partners about grade 2 topics texts in small large groups. Follow discussion rules Link comments to those of others Ask for clarification explanation Converse with partners about grade 3 topics texts in small large groups. Come to discussions prepared Follow discussion rules Ask Explain own point of view Converse with partners about grade 4 topics texts in small large groups. Come to discussions prepared Follow discussion rules Pose respond to Review key ideas Explain own point of view Converse with partners about grade 5 topics texts in small large groups. Come to discussions prepared Follow discussion rules Pose respond to Elaborate on the remarks of others Review key ideas Draw s Converse with partners about grade 6 8 topics texts, as appropriate, in small large groups. Come to discussions prepared Refer to discovered during preparation Follow discussion rules Pose respond to detailed Recognize new Modify own point of view when warranted 2. Integrate evaluate presented in diverse media formats, including visually, quantitatively, orally. Confirm understing by questioning Ask about key Recount key main ideas Paraphrase Summarize Interpret analyze diverse media formats WPS = With prompting support (i.e., scaffolding)

15 Speaking Listening Stards for K 8 College Career Comprehension Collaboration Page Evaluate a speaker's point of view, reasoning, use of rhetoric. Ask for help,, or clarity Ask to gather or clarify Ask to clarify, gather, or underst Ask with elaboration detail reasons for points Summarize points supporting reasons Delineate arguments, claims, Evaluate soundness of reasoning Presentation of Knowledge Ideas 4. Present, findings, supporting such that listeners can follow the line of reasoning the organization, development, style are appropriate to task, purpose, audience. familiar things WPS, provide detail Clearly describe things with detail Tell a story with Speak audibly Report on a topic or tell a story with detail Speak clearly Report on a topic or tell a story with detail Support main ideas Speak clearly Report on a topic or present an opinion Sequence ideas logically Use detail Present claims findings Emphasize salient points coherently Use reasoning detail Support main ideas Speak clearly Use appropriate eye contact Speak clearly audibly 5. Make strategic use of digital media visual displays of data to express enhance understing of presentations. Add visuals to descriptions Add visuals to descriptions to clarify Create audio visual displays to clarify Create engaging audio visual displays to emphasize Add audio visual displays to enhance main ideas or themes Include multimedia visual displays to enhance main ideas or themes Include multimedia visual displays to clarify strengthen claims 6. Adapt speech to a variety of contexts communicative tasks, demonstrating comm of formal English when indicated or appropriate. Speak audibly Express thoughts clearly Produce complete sentences when appropriate Produce complete sentences to provide detail or to clarify Speak in complete sentences to provide detail or to clarify Differentiate contexts for formal informal speaking Adapt speech to grade 5 contexts (formal vs. informal) Adapt speech to grades 6 8 contexts (formal vs. informal) WPS = With prompting support (i.e., scaffolding)

16 Page 16 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Language Stards for K 8 College Career Conventions of Stard English 1. Demonstrate comm of the conventions of stard English grammar usage when writing or speaking. Print upper lowercase letters Use : nouns, verbs, question, prepositions Form regular plural nouns Collaborate to produce exp complete sentences Print upper lowercase letters Use : nouns, singular plural nouns in basic sentences, pronouns, adjectives, conjunctions, determiners, prepositions Form use verbs in past, present, future Produce exp compete sentences Use collective nouns, adjectives adverbs, reflexive pronouns Form use past tenses of irregular verbs Produce, exp, rearrange complete sentences Explain function of nouns, verbs, pronouns, adjectives, adverbs Use regular irregular plural nouns, abstract nouns. Form use regular irregular verbs, the simple, comparative superlative adjectives adverbs, coordinating subordinating conjunctions. Ensure subject-verb pronounantecedent agreement Produce simple, compound, complex sentences Use relative pronouns, modal auxiliaries, frequently confused Form use the progressive prepositional phrases Order adjectives Produce complete sentences Recognize correct run-ons fragments Explain function of grammar choice Form use the perfect Use tense to convey time Recognize correct inappropriate tense Use correlative conjunctions Ensure pronouns are in proper case Use intensive pronouns Recognize variations from stard English in speaking writing strategies to improve expression Explain the function of phrases, clauses, verbals Choose among sentence types to signify meaning Form use verbs in active, passive, indicative, imperative, interrogative, conditional, subjunctive WPS = With prompting support (i.e., scaffolding)

17 Page 17 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Language Stards for K 8 College Career Conventions of Stard English 2. Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. Use initial sentence caps Capitalize I Recognize name end punctuation letter(s) for most phonemes Spell simple phonetically Capitalize dates names of people Use end punctuation Use commas in dates series Spell with patterns, irregular, untaught phonetically Capitalize proper nouns Use commas in letter Use apostrophes to form contractions in possessives Generalize spelling patterns Consult reference materials Capitalize title Use commas in addresses, commas quotation marks in dialogue Use spelling patterns in writing, conventional spelling for suffixing Form use possessives Consult reference materials Use correct capitalization Use commas quotation marks for speech quotes, commas in compound sentences Spell gradeappropriate correctly Consult reference materials Use punctuation in series Use commas to separate introductions, to set off yes no, tag, to indicate direct address Format titles correctly Spell gradeappropriate correctly Consult reference materials Use punctuation correctly Use an ellipsis to indicate an omission Spell correctly Knowledge of Language 3. Apply knowledge of language to underst how language functions in different contexts, to make effective choices for meaning or style, to more fully when reading or listening. grade 2) grade 2) Compare formal informal English Choose phrases for effect Recognize differences conventional formal informal English Choose phrases for precision Choose punctuation for effect Differentiate contexts for formal informal English Exp, combine, reduce sentences for effect Compare contrast varieties of English in texts Vary sentence patterns Maintain consistency in style tone Choose appropriate language Use verbs to achieve effects WPS = With prompting support (i.e., scaffolding)

18 Page 18 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Language Stards for K 8 College Career Vocabulary Acquisition Use 4. Determine or clarify the meaning of unknown multiple-meaning phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. apply new meanings for familiar meaning by using inflections affixes word meaning by using context or affixes root word meaning by using sentence context, known prefixes, known root, reference materials word or phrase meaning by using sentence context, known affixes, known root, reference materials word or phrase meaning by using context, Greek Latin affixes roots, reference materials meaning of phrases using context, Greek Latin affixes roots, reference materials or clarify the meaning of phrases based on grades 6 8 reading content, as appropriate, choosing from a variety of strategies. 5. Demonstrate understing of figurative languages, word relationships, nuances in word meanings. WPS, sort objects into categories WPS, relate verbs adjectives with their antonyms WPS, identify connections use WPS, act out meanings of similar verbs WPS, sort into categories WPS, define by category WPS, identify connections use WPS, define verbs adjectives with similar meanings connections use Distinguish differences in verbs adjectives with similar meanings Distinguish literal nonliteral meanings connections use Distinguish differences in states of mind certainty Explain simple similes metaphors Recognize explain meaning of idioms Relate to antonyms synonyms Interpret figurative language Recognize explain meaning of idioms Use relationships to underst meaning Interpret figures of speech in context Use the relationship to better underst them Distinguish among the connotations of with similar denotations WPS = With prompting support (i.e., scaffolding)

19 Page 19 COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Language Stards for K 8 College Career Vocabulary Acquisition Use 6. Acquire use accurately a range of general academic domainspecific phrases sufficient for reading, writing, speaking, listening at the college career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Use heard phrases Use heard phrases, conjunctions Use heard phrases, descriptive adjectives adverbs Acquire use academic domainspecific Use spatial temporal Acquire use academic domainspecific Use precise verbs nouns Acquire use academic domainspecific Use contrast relational Acquire use academic domainspecific Gather knowledge when considering an important word WPS = With prompting support (i.e., scaffolding)