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&Common Core Essential ElementsAlternate Achievement Descriptors
Grades 9 - 12Instructional Guide
English Language Arts
West Virginia Board of education
2012-2013
L. Wade Linger Jr., PresidentGayle C. Manchin, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, MemberPriscilla M. Haden, MemberLloyd G. Jackson II, MemberLowell E. Johnson, MemberJenny N. Phillips, MemberWilliam M. White, Member
Paul L. Hill, Ex OfficioChancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex OfficioChancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ex OfficioState Superintendent of Schools
English Language Arts | Grades 9-12 i
ACKNOWLEDGEMENTS .......................................................................................................... ii
INTRODUCTION ...................................................................................................................... 1
NCLB GUIDANCE ..................................................................................................................... 2
ACCESS TO INSTRUCTION AND ASSESSMENT ................................................................ 3
ACCESSING THE GENERAL CURRICULUM ........................................................................ 4Model Symbol Use Throughout Instruction ............................................................................. 4Use Partner-Assisted Scanning Across the Day......................................................................... 4Use First-Letter Cueing as a Communication Strategy Whenever Possible .............................. 4Reading and Writing ................................................................................................................. 5
GUIDANCE AND SUPPORT .................................................................................................... 5
RELATIONSHIP TO THE DYNAMIC LEARNING MAPS ASSESSMENT ........................... 6
SYSTEM ALIGNMENT .............................................................................................................. 7Levels of Performance .............................................................................................................. 7
DOCUMENT ORGANIZATION ............................................................................................... 9Directions for Interpreting Essential Elements ....................................................................... 10
COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS
Ninth-Tenth Grade English Language Arts StandardsReading (Literature) ............................................................................................................ 11Reading (Informational Text) .............................................................................................. 19Writing ................................................................................................................................ 28Speaking and Listening ....................................................................................................... 42Language ............................................................................................................................ 51
Eleventh-Twelfth Grade English Language Arts StandardsReading (Literature) ............................................................................................................ 57Reading (Informational Text) .............................................................................................. 63Writing ................................................................................................................................ 72Speaking and Listening ....................................................................................................... 85Language ............................................................................................................................ 94
GLOSSARY OF ENGLISH LANGUAGE ARTS TERMS ...................................................... 101
GLOSSARY OF SPECIAL EDUCATION TERMS ................................................................ 105
BIBLIOGRAPHY OF DEVELOPMENT PROCESS .............................................................. 109
APPENDIX A: SEA/STAKEHOLDER DEMOGRAPHICS ................................................... 113
TABLE OF CONTENTS
ii Common Core Essential Elements
ACKNOWLEDGEMENTS*For stakeholder demographics, See Appendix A.
Edvantia FacilitatorsJan Sheinker, Sheinker Educational Services, Inc.
Beth Judy, Director, Assessment, Alignment, and Accountability ServicesNathan Davis, Information Technology Specialist
Kristen Deitrick, Corporate Communications SpecialistLinda Jones, Executive Assistant
Dynamic Learning Maps (DLM) Staff and ConsultantsNeal Kingston, Project Director
Alan Sheinker, Associate Project DirectorLaura Kramer, Test Development Lead
Karthick Palaniswamy, Technology Development LeadKelli Thomas, Mathematics Learning Map Team Lead
Carrie Mark, English Language Arts Learning Map Team LeadPatti Whetstone, Research Associate
Sue Bechard, ConsultantKaren Erickson, ConsultantPenelope Hatch, Consultant
Dynamic Learning Maps (DLM) Consortia StatesIowa
KansasMichigan
MississippiMissouri
New JerseyNorth Carolina
OklahomaUtah
VirginiaWashington
West VirginiaWisconsin
English Language Arts | Grades 9-12 iii
State Education Agency (SEA)/Stakeholder RepresentativesIOWA
SEA Representatives: Tom Deeter, Emily ThatcherStakeholders: Peggy Adkins, Judy Hamer, Kathleen Kvamme-Promes, Donna Shaw
KANSASSEA Representatives: Debbie Matthews, Kris Shaw
Stakeholders: Debby Byrne, Holly Draper, Dawn Gresham, Linda HickeyMICHIGAN
SEA Representatives: Joanne Winkelman, Adam WyseStakeholders: Debra Asano, Thomai Gersh, Marcia O’Brien, Terri Portice
MISSOURISEA Representatives: Lin Everett, Jane VanDeZande
Stakeholders: Melia Franklin, Louann Hoover, Debbie Jameson, Kate SadlerNEW JERSEY
SEA Representatives: Melanie O’DeaStakeholders: Brenda Berrios, Neal Webster, Tina Yurcho
NORTH CAROLINASEA Representatives: Claire Greer, Sarah Reives
Stakeholders: Emma Hatfield-Sidden, Judy Jennings, Jennifer MichalenokOKLAHOMA
SEA Representatives: Jennifer Burnes, Amy DaughertyStakeholders: Pam Cox, Dianna Daubenspeck, Sondra LeGrande, Christie Stephenson
UTAHSEA Representatives: Wendy Carver, Kurt Farnsworth
Stakeholders: James Brey, Janice Hill, Linda Stalliviere, Ryan WebbVIRGINIA
SEA Representative: John EisenbergStakeholders: Maria Beck, Daniel Biegun, Al Klugh, Cheryl Ann Prevatte
WASHINGTONSEA Representatives: Judy Kraft, Janice Tornow
Stakeholders: Annalisa Brewster, Kim Cook, Jeffrey Dunn, Kimberley PerishoWEST VIRGINIA
SEA Representatives: Beth Cipoletti, Melissa GholsonStakeholders: Robert Bartlett, Gerald Hartley, Angel Harris, Angela See
WISCONSINSEA Representatives: Emilie Amundson, Kristen Burton
Stakeholders: Lori Hillyer, Tamara Maxwell, Connie Persike, Sara Vold
iv Common Core Essential Elements
English Language Arts | Grades 9-12 1
The Common Core Essential Elements (EEs) are linked to the Common Core State Standards (CCSS) for English Language Arts. A group of general educators, special educators, and content specialists from member states in the Dynamic Learning Maps (DLM) Consortium gathered to determine the essence of the CCSS.
This document provides a high-level view of the relationship between the CCSS and the links to performance for students with significant cognitive disabilities. It is intended to provide a beginning structure for the design of a summative alternate assessment. The document is not intended as a stand-alone guide to instruction, nor is it intended to contain all the steps in a complete learning progression or detailed curriculum. The DLM and associated professional development will provide greater detail than described in this document.
Beginning with the English Language Arts CCSS, stakeholders defined links to illuminate the precursors for the essential content and skills contained in the grade level CCSS standards and indicators. These EEs are not intended as a redefinition of the standards. Rather, they are intended to describe challenging expectations for students with significant cognitive disabilities in relation to the CCSS. The EEs clarify the bridge between grade-level achievement expectations for students with significant cognitive disabilities who participate in alternate assessments and the CCSS.
Neither are the EEs intended to prescribe the beginning or end of instruction on the content and skills they represent; rather, they indicate the grade level at which initial mastery would be the target to be assessed. Students should begin instruction in content and skills at the earliest point possible and continue instruction until mastery is attained.
The stakeholder group, consisting of state education agency (SEA) representatives and SEA-selected content teachers of students with significant cognitive disabilities, developed instructional achievement level descriptors (IALDs) for each of the EEs. IALDs were defined for four performance levels: I, II, III, and IV. Level III IALDs are aligned with the EEs. The target content and skills for each level of achievement, from Level I to Level IV, were then defined. For each target skill, the stakeholder group developed examples to illustrate how students might demonstrate achievement of the performance level. The IALDs are intended to provide an achievement ladder for students working toward achievement (Level III) of the EEs and onward (Level IV) and toward greater participation in the grade level CCSS to which the EEs are linked. The provided examples are intended to assist teachers to envision how the broad range of students with significant cognitive disabilities might perform the same content, despite the different challenges their disabilities might present. The examples are not exhaustive and do not represent the full range of possibilities in which the highly diverse population of students with significant cognitive disabilities might access the EEs or demonstrate the achievement of those elements. However, the examples do provide some of the ways that performance might be elicited and demonstrated across the spectrum of students with significant cognitive disabilities.
Finally, the stakeholder group developed alternate assessment achievement descriptors for each grade level -- from third grade through high school -- where summative assessments might be required. The alternate assessment achievement descriptors will provide a bridge between the EEs and a summative alternate assessment aligned to them. The descriptors are intended to provide one element to guide development of the test blueprint, development of items and
INTRODUCTION
2 Common Core Essential Elements
tasks that measure the full range of achievement, and the setting of cut scores during standard setting for the assessment. The focus of an alternate assessment in a standards-based system is based on the achievement that aligns with EEs linked to grade level content.
Together, the system of standards and descriptors is designed to allow students with significant cognitive disabilities to progress toward the achievement of state standards linked to grade level expectations. The relationship of standards and assessment to teaching and learning are depicted for use by teachers, assessment designers, and users of alternate assessment results.
NCLB GUIDANCEThe stakeholder group’s work was guided by the U. S. Department of Education’s Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001 [NCLB]), which requires that alternate academic achievement standards align with the alternate assessment. They must• include knowledge and skills that link to grade level expectations,• promote access to the general curriculum, and• reflect professional judgment of the highest learning standards possible for the group of
students with the most significant cognitive disabilities.
Although the grade-level content may be reduced in complexity or modified to reflect prerequisite skills, the link to grade-level standards must be clear. The Peer Review Guidance notes that the concept of alternate achievement standards related to grade level may be ambiguous. According to the Guidance, the descriptors• should be defined in a way that supports individual growth because of their linkage to
different content across grades;• are not likely to show the same clearly defined advances in cognitive complexity as the
general education standards when examined across grade levels;• should rely on the judgment of experienced special educators and administrators, higher
education representatives, and parents of students with disabilities as they define alternate achievement standards; and
• should provide an appropriate challenge for students with the most significant cognitive disabilities as they move through their schooling.
The Guidance requires links to grade-level standards. The EEs were developed by DLM consortium states to differentiate knowledge and skills by grade level. This differentiation is intended to clarify the link between the grade-level EEs and the grade-level CCSS and to show a forward progression across grades. The progression of content and skills across years of instruction reflect the changing priorities for instruction and learning as students move from grade to grade. The differences from grade level to grade level are often subtle and progression is sometimes more horizontal than vertical. For example, the grade-to-grade level differences may consist of added skills that are not of obvious increasing rigor compared to the differences found in the CCSS across grade levels. To the degree possible, skills escalate in complexity or rigor at Levels III and IV across the grades, with clear links to the shifting emphasis at each grade level in the CCSS.
The EEs and Achievement Descriptors developed by the DLM consortium states are intended
English Language Arts | Grades 9-12 3
to create the maximum possible access to the CCSS for students with significant cognitive disabilities. The way in which information is presented for instruction and assessment and the manner in which students demonstrate achievement is in no way intended to be limited by statements of EEs or Achievement Descriptors. To that end, modes of communication, both for presentation or response, are not stated in either the EEs or Achievement Descriptors unless a specific mode is an expectation. Where no limitation has been stated, no limitation should be inferred. Students’ opportunities to learn and to demonstrate learning should be maximized by providing whatever communication, assistive technologies, augmentative and alternative communication (AAC) devices, or other access tools that are necessary and routinely used by the student during instruction.
Students with significant cognitive disabilities include a broad range of students with diverse disabilities and communication needs. For some students with significant cognitive disabilities, graphic organizers similar to those used by students without disabilities provide useful access to content and are adequate to maximize opportunities to learn and demonstrate achievement. Other students require a range of assistive technologies to access content and demonstrate achievement. For some students, AAC devices and accommodations for hearing and visual impairments will be needed. As with other physical disabilities, students with visual impairments may perform some expectations using modified items, presentations, or response formats. A few items may not lend themselves to such modifications. Decisions about the appropriate modifications for visual impairments are accounted for in the design of the assessments.
The access challenge for some is compounded by the presence of multiple disabilities. All of these needs, as well as the impact of levels of alertness due to medication and other physical disabilities which may affect opportunities to respond appropriately, need to be considered.
Most presentation and response access conditions do not constitute accommodations as they are understood for students who take the general assessment. Methods of presentation that do not violate the intended construct by aiding or directing the students’ response allow the student to perceive what knowledge or skill is expected. Aids to responding that do not constitute a violation of the intended construct allow the student to demonstrate the expected knowledge and skills. Examples of acceptable access technologies include the following:• communication devices that compensate for a students’ physical inability to produce
independent speech.• devices that compensate for a students’ physical inability to manipulate objects or materials,
point to responses, turn pages in a book, or use a pencil or keyboard to answer questions or produce writing.
• tools that maximize a students’ ability to acquire knowledge and skills and to demonstrate the products of their learning.
ACCESS TO INSTRUCTION AND ASSESSMENT
4 Common Core Essential Elements
Technology is also of particular importance to students with significant cognitive disabilities to access the general curriculum and achieve the EEs. Although educators have traditionally viewed technology as hardware and software, assistive technology tenets provide a broader view of the applications of low, medium, and high levels of technology use. Assistive technology tools can be vital to a student in acquiring and demonstrating learning unimpeded by the barriers that the disability presents.
Model Symbol Use Throughout Instruction
Many students with significant cognitive disabilities have difficulty with or cannot use speech to communicate and/or are supported by the use of communication symbols (e.g., communication boards, speech generating devices, voice output communication devices) and supports to augment their speech and other means of communication. Students who require symbols and other AAC supports require frequent modeling in the use of those symbols to interact and respond during instruction. Students who use symbols and other communication supports need as much modeling as children who use speech to communicate. Modeling in this way is not viewed as a means of prompting, guidance, or support, just as having a teacher talk serves those purposes for a student who communicates using speech.
When modeling the use of symbols and other communication supports, teachers use the symbols and supports themselves, hand them to students without communication impairments to use, and involve the students who need to use them every day. Each of these steps can play an important role in validating the use of symbols and communication supports and demonstrating multiple levels of expertise in their use.
Use Partner-Assisted Scanning Across the Day
Making a choice from the items on a list, symbols, tactuals, or a communication board can be difficult for some students because they lack the ability to point, cannot see or read the choices, or are positioned too far away (as in group activities). Partner-assisted scanning addresses these issues by asking the communication partner (a teacher, paraprofessional, or peer) to point to each of the options pausing long enough at each for the students with physical and communication impairments to respond “yes” if the item is their desired choice. Depending on the needs of an individual child, the partner can name each option when pointing or simply point.
Throughout the IALDS, examples are provided that require students to select, identify, recognize, and so forth from a number of options. It is suggested that teachers use partner-assisted scanning to support these modes of responding and communicating whenever it appears that the act of directly pointing to a response is too difficult for a particular student.
Use First-Letter Cueing as a Communication Strategy Whenever Possible
Students with communication impairments who are beginning to read, write, and communicate regularly face the challenge of not having access to the words or symbols they want or need to communicate effectively. When attempting to provide them with every possible word they might need, the result is an unmanageable communication system. When guessing what will be most important, it is inevitable that some guesses will be wrong. Until students can spell well enough to communicate their own thoughts, it is important to rely on cueing strategies.
ACCESSING THE GENERAL CURRICULUM
English Language Arts | Grades 9-12 5
First-letter cueing is one such strategy. Students can use an alphabet display to point to the first letter (or try to spell more) of the word they are trying to communicate. Teachers can use this strategy to help students respond efficiently to questions that involve known choices. Teachers can also model the use of first-letter cueing in their day-to-day interactions with the class. Natural opportunities to incorporate this strategy occur when the teacher is prompting students to recall a specific word (e.g., “I am thinking of a new word we learned yesterday that started with the letter t.”) or concept (e.g., “Who remembers the big word we learned to describe when we put things together to find out how many we have in all? It begins with the letter a.”). There are times every school day when the adults in the class can model the use of first-letter cueing.
Reading and Writing
Evidence is mounting (Institute for Community Inclusion, 2010; TASH, 2011; & University of Washington, 2010) to support the belief that students with significant cognitive disabilities can learn to read more than sight words, as once thought. It is important that these students are taught to use all the tools for decoding words. However, their journey requires more time to achieve basic reading goals. For that reason, shared reading is referenced for students in kindergarten through grade five while foundational skills are being taught and beyond that grade for students achieving below the EE targets. The materials students learn to read at these levels are also at a significantly reduced level of complexity and depth in recognition of the challenges they face in acquiring reading skills. Their need to acquire reading skills remains a goal throughout their school careers.
Writing for these students is also a challenge, but an important goal to attain. The examples provided in this document are intended to communicate that spelling words or writing complete sentences precisely is less important than developing basic writing skills. Many of these students face challenges in developing the required motor skills. While adaptive and alternate writing tools and other technologies are helpful, challenges remain. The technologies may help students overcome challenges in developing the required motor skills, but writing remains a cognitive challenge for these students. Composing sentences will require many years for students with significant cognitive disabilities to achieve. Still, early and continuing efforts are needed to maximize the achievement of these students in this important skill.
GUIDANCE AND SUPPORTThe authors of the CCSS use the words, “prompting and support” at the earliest grade levels to indicate when students were not expected to achieve standards completely independently. Generally, “prompting” refers to “the action of saying something to persuade, encourage, or remind someone to do or say something” (McKean, 2005). However, in special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to communicate clearly that teacher assistance is permitted during instruction of the EEs, and is not limited to structured prompting procedures, the decision was made by the stakeholder group to use the more general term guidance throughout the EEs and alternate achievement descriptors.
6 Common Core Essential Elements
Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student in learning. Some examples of the kinds of teacher behaviors that would be considered guidance and support include• getting the student started (e.g., “Tell me what to do first.”),• providing a hint in the right direction without revealing the answer (e.g., Student wants to
write dog but is unsure how, the teacher might say, “See if you can write the first letter in the word, /d/og.”),
• narrowing the field of choices as a student provides an inaccurate response,• using structured technologies such as task specific word banks, or• providing the structured cues such as those found in prompting procedures (e.g., least-to-
most prompts, simultaneous prompting, and graduated guidance).
Guidance and support as described above apply to instruction per the examples provided in the IALDS. The IALDs are intended to provide an idea of how students might perform the EEs at the threshold to various achievement levels as they work toward independent mastery.
Alternate assessments measure the degree to which students with significant cognitive disabilities have mastered the EEs. During any assessment, accommodation(s) allowed on the assessment must have been used and practiced during instruction; however, some accommodations that are permissible during instruction would compromise the integrity of the assessments, thereby yielding invalid and unreliable results and cannot be used for assessment purposes. Some guidance and support strategies may not be allowed for assessment purposes when variance in teacher assistance, cues, and prompts could compromise judgments about mastery of the EEs and comparability of administration.
RELATIONSHIP TO THE DYNAMIC LEARNING MAPS ASSESSMENTThe EEs and Achievement Descriptors developed by the DLM consortium states and their stakeholder representatives serve two functions. Instructionally, they provide teachers with information about the level of knowledge and skills expected of their students. Second, they provide elaboration that teachers can use to help guide instruction toward achievement expectations. IALDs were developed for each of the EEs. Each IALD is further clarified by a range of examples. Teachers may find these examples useful for envisioning how their students might perform as they progress toward the expected achievement, as long as they keep in mind that they are examples only and cannot represent the full range of ways in which students might demonstrate their achievement.
Assessment Achievement Level Descriptors (AALDs) will emerge as drafts from the IALDS. The AALDs are content and grade specific, but summarize across the EEs the key performance differences across levels of achievement and across grade levels. While draft AALDs will be used in the initial stages of standard setting to help guide that process, final AALDs will emerge from the standard setting process. Standard setting will take into account the overall degree of accuracy with which a student would need to perform in order to achieve at a particular level. Just as on a general education assessment, no individual student will be expected to perform proficiently on every EE in order to be considered Level III.
English Language Arts | Grades 9-12 7
For purposes of the DLM assessments under development, the achievement descriptors provide a useful link between the EEs and the DLM assessments. The descriptors, along with DLM developed from the CCSS, provide guidance to the development of the alternate assessment so that a full range of performance is measured and the setting of score ranges within each level rests on a defined frame of reference. The grade level EEs and alternate achievement standards• standardize meaning for the content and skill expectations,• create consistency in expected performance,• emphasize skill similarities for all students participating in the alternate assessments,• accommodate diverse disabilities, and• ground alternate assessments in a consistent set of expectations.
Achievement descriptors are used to categorize and explain student performance both in the course of instruction and on the alternate assessment.
SYSTEM ALIGNMENTThe EEs and alternate achievement descriptors are intended to contribute to a fully aligned system of standards, curriculum, teaching, learning, technology, and assessment that optimize equity of opportunity for all students in each classroom, school, and local education agency to access and learn the standards. To the degree possible, the grade level EEs are vertically aligned and linked to the grade level CCSS.
The linkages provided by the EEs to the CCSS are intended to increase access to the general curriculum for all students with disabilities. Examples provided for IALDs at each level of achievement are designed for special education and general education classroom teachers to use in working with special education students who have significant cognitive disabilities. The examples are designed to help teachers evaluate students’ progress toward achievement of the EEs as well as illuminate the kinds of performances that indicate various levels of achievement.
Just as the EEs and IALDS are designed to guide teaching practices toward achievement in academic content areas, the standards reframe the expectations for foundational skills in pre-academic and academic areas. Precursor/prerequisite and the unique enabling skills related to English language arts content is specified in the context of their roles as a foundation for students with significant cognitive disabilities to achieve skills related to academic content.
Levels of Performance
Within this document, each grade level EE is cross-referenced to one or several CCSS.
Four performance levels have been proposed for the DLM’s alternate academic achievement standards: I, II, III, and IV. Mastery is considered to be demonstrated at Level III and Level IV and is identified as meeting the Level III level on an alternate assessment as specified in the NCLB. A general description of each of these levels is included below:
Level I - A student at this level attempts to perform tasks with support.
Level II - A student at this level demonstrates some content knowledge and skills from the extended grade level standards.
Level III - A student at this level demonstrates content knowledge and skills at a level aligned with the complexity of the EEs.
8 Common Core Essential Elements
Level IV - A student at this level demonstrates content knowledge and skills at a higher level of complexity than those described for Level III. Typically, this complexity includes the routine use of symbol systems as applied to English Language Arts.
For each performance level, specific descriptions of content and skills are bulleted and examples of each level of performance are provided. The EEs, IALDs, and examples are intended as a resource for developing individualized education plan (IEP) goals, benchmarks, and curricular materials in reading, language arts, and mathematics. Students may need goals and benchmarks in areas other than academic content domains (e.g., self-care/living skills, mobility). As always, IEPs address the individual needs of each student to make progress toward the standards.
English Language Arts | Grades 9-12 9
Common Core Grade-Level Standards are the Standard titles and Grade-Level Indicators as they appear in the CCSS for English Language Arts (Common Core State Standards Initiative, 2010).
Common Core Essential Elements (EEs) describe links to the CCSS for access by students with significant cognitive disabilities.
Instructional Achievement Level Descriptors (IALDs) describe performance at four achievement levels based on the EEs and are accompanied by examples at each achievement level.
CCSS Grade-Level Standards
Common Core Essential Elements
Instructional Achievement Level Descriptors
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EERL.K.1. With guidance and support, identify details in familiar stories.
Level IV AA Students will:EERL.K.1. Identify key details in familiar story.Ex. Identify a key detail from a familiar story given an array of choices, including similar distracters.Ex. Signal to indicate when a detail is read aloud in a familiar text during a book sharing experience when the teacher asks students to listen for a particular detail.Ex. Turn to the part of a book where a detail is written about or depicted in the illustrations.
Level III AA Students will:EERL.K.1. With guidance and support, identify details in familiar stories.Ex. With guidance and support (e.g., remind the student to think about what the story told us about the character’s home), identify a detail from a familiar story given an array of choices.Ex. With guidance and support (e.g., dramatic pause or rise in intonation by teacher), signal to indicate when a detail is read during a book sharing experience (e.g., the teacher is reading a book with the student and the student vocalizes, hits a switch or otherwise signals the teacher to indicate that a detail was just shared).Ex. With guidance and support (e.g., tells the student to find the part of the book where a specific detail is shown), turn to the part of a book where a detail is written about or depicted in the illustrations.
Level II AA Students will:EERL.K.1. With guidance and support, identify a favorite detail in familiar story.Ex. With guidance and support, identify a picture in a familiar story that is related to own experience (e.g., the story includes a dog and the student has a dog).Ex. With guidance and support, responds “Me!” when the teacher reads about ice cream in a familiar book and says, “Who likes ice cream?”
Level I AA Students will:EERL.K.1. With guidance and support, interact with or explore pictures and objects related to a familiar story.Ex. Look at the pictures in a book that is being read.Ex. Open and pulls flaps in a lift-the-flap book while it is being read.Ex. Pulls off or puts on picture symbols that relate to a familiar story as it is being read.Ex. Touches the tactualized illustrations in a book while it is being read.
DOCUMENT ORGANIZATION
10 Common Core Essential Elements
Directions for Interpreting Essential Elements
Essential Elements (EEs). The EEs are statements that provide links for students with significant cognitive disabilities to the essential content and skills defined in the grade-level clusters of the CCSS. The EEs provide a bridge for students with significant cognitive disabilities to the CCSS. The EEs are not intended as a reinterpretation of the CCSS; rather, they were developed to create a bridge between the CCSS and challenging achievement expectations for students with significant cognitive disabilities. The order in which the EEs are listed is a direct reflection of the order in which the CCSS are listed. The order is not intended to convey a sequence for instruction; rather, it illustrates progress across years. In the tables, the left column contains the CCSS grade-level standards and indicators, the middle column contains the EE linked to them, and the right column contains the IALDs for each EE and examples for each IALD (as demonstrated by the example provided on the previous page). Each EE and IALD completes the phrase “Students will . . . .”
In keeping with the language of the English Language Arts CCSS document, the left hand column in this document will be titled CCSS Grade-Level Standards. This is worded differently in the Math CCSS and that is why the math document reads CCSS Grade-Level Clusters in the left-hand column.
NOTES: N/A is used instead of a descriptor under Level IV, if it was determined by the stakeholder group that the content of the CCSS could not be addressed. In other instances, an N/A at a particular grade level or within a CCSS does not imply that students should not be taught content, skills, or precursors related to the CCSS that are appropriate for instruction.
“Begins in grade __” is utilized when the expectations for students to begin to demonstrate mastery is found at a higher grade level. Planning for instruction should incorporate instruction related to the higher grade level EE and begin at the earliest possible point for each student. Students with significant cognitive disabilities may require several years of instruction prior to the point at which they may be expected to begin to demonstrate mastery of a concept.
Bullets under instructional achievement levels denote descriptions of achievement at that level for the content related to the essential element.
Examples clarify certain components of EEs. The provided examples are illustrative, not exhaustive. They are intended to provide a range of ways in which a student may demonstrate progress toward the EE and communicate that spelling words and writing complete sentences precisely is less important than developing basic writing skills.
English Language Arts | Grades 9-12 11
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itatio
ns d
emon
stra
te w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell
as in
fere
nces
dra
wn
from
the
text
.Ex
. Afte
r a d
iscus
sion
of a
n in
fere
nce
draw
n fr
om th
e te
xt, d
eter
min
e w
hich
of s
ever
al
quot
es se
lect
ed b
y th
e te
ache
r bes
t sup
port
the
infe
renc
e w
hile
sele
cting
oth
er q
uote
s th
at te
ll w
hat t
he te
xt sa
ys e
xplic
itly.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
1. D
eter
min
e w
hich
cita
tions
dem
onst
rate
wha
t the
text
says
exp
licitl
y.Ex
. Afte
r the
teac
her r
eads
two
or th
ree
quot
es fr
om th
e te
xt, i
denti
fy w
hich
quo
te te
lls
wha
t the
mai
n ch
arac
ter d
id to
solv
e hi
s pro
blem
.Ex
. Giv
en a
stat
emen
t of w
hat t
he te
xt sa
ys e
xplic
itly,
find
the
cita
tion
in a
teac
her-
sele
cted
por
tion
of th
e te
xt.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
1. Id
entif
y qu
otes
from
a te
xt.
Ex. G
iven
a c
hoic
e of
two
quot
es, d
ecid
e w
hich
one
com
es fr
om th
e te
xt.
Ex. U
ses “
yes”
or “
no”
to in
dica
te if
a q
uote
is fr
om a
text
or n
ot.
12 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.9
-10.
2. D
eter
min
e a
them
e or
ce
ntra
l ide
a of
a te
xt a
nd a
naly
ze
in d
etai
l its
dev
elop
men
t ove
r th
e co
urse
of t
he te
xt, i
nclu
ding
ho
w it
em
erge
s and
is sh
aped
an
d re
fined
by
spec
ific
deta
ils;
prov
ide
an o
bjec
tive
sum
mar
y of
th
e te
xt.
EERL
.9-1
0.2.
Det
erm
ine
the
cent
ral i
dea
of th
e te
xt a
nd
sele
ct d
etai
ls th
at re
late
to it
; re
coun
t the
text
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.2.
N/A
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.2.
Det
erm
ine
the
cent
ral i
dea
of th
e te
xt a
nd se
lect
det
ails
that
rela
te to
it;
reco
unt t
he te
xt.
Ex. I
denti
fy th
e m
ain
idea
of t
he st
ory
and
iden
tify
two
deta
ils re
late
d to
the
mai
n id
ea,
then
reco
unt t
he te
xt.
Ex. G
iven
a te
xt p
roje
cted
on
the
inte
racti
ve w
hite
boar
d, th
e st
uden
t will
iden
tify
the
best
ce
ntra
l ide
a st
atem
ent a
nd th
en h
ighl
ight
det
ails
that
rela
te to
it.
The
stud
ent w
ill u
se th
e re
sult
to su
ppor
t a re
coun
ting
of th
e pr
ojec
ted
text
.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
2. D
isting
uish
bet
wee
n th
e ce
ntra
l ide
a an
d de
tails
in a
text
.Ex
. Sor
t a li
st o
f sto
ry-r
elat
ed d
etai
ls an
d ce
ntra
l ide
a st
atem
ents
into
the
appr
opria
te
grou
ps.
Ex. G
iven
thre
e st
ory
elem
ents
(tw
o de
tails
and
a c
entr
al id
ea),
sele
ct th
e ce
ntra
l ide
a.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
2. Id
entif
y de
tails
from
a te
xt.
Ex. H
ighl
ight
det
ails
in a
stor
y pr
ojec
ted
on a
n in
tera
ctive
whi
tebo
ard.
Ex. S
elec
t det
ails
that
rela
te to
a te
xt, g
iven
a li
st o
f det
ails.
English Language Arts | Grades 9-12 13
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.9
-10.
3. A
naly
ze h
ow
com
plex
cha
ract
ers (
e.g.
, tho
se
with
mul
tiple
or c
onfli
cting
m
otiva
tions
) dev
elop
ove
r the
co
urse
of a
text
, int
erac
t with
ot
her c
hara
cter
s, a
nd a
dvan
ce
the
plot
or d
evel
op th
e th
eme.
EERL
.9-1
0.3.
Des
crib
e in
tera
ction
s bet
wee
n ch
arac
ters
.Le
vel I
V A
A S
tude
nts
will
:EE
RL.9
-10.
3. D
escr
ibe
how
cha
ract
ers d
evel
op a
nd in
tera
ct w
ith o
ther
cha
ract
ers.
Ex. C
hart
inte
racti
ons b
etw
een
char
acte
rs th
at le
ad to
cha
nges
in a
cha
ract
er’s
beha
vior
.Ex
. Des
crib
e ho
w th
e m
ain
char
acte
r (e.
g., W
inni
e in
Tuc
k Ev
erla
sting
) dev
elop
s th
roug
hout
the
stor
y (e
.g.,
she
wan
ts fr
eedo
m, f
ears
dea
th, a
ccep
ts e
tern
ity) a
nd h
ow
inte
racti
ons w
ith o
ther
cha
ract
ers (
e.g.
, the
Tuc
ks) i
mpa
ct th
e ch
ange
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.3.
Des
crib
e in
tera
ction
s bet
wee
n ch
arac
ters
.Ex
. Sel
ect a
wor
d(s)
to d
escr
ibe
how
two
char
acte
rs in
tera
ct, (
e.g.
, Tom
and
Ale
x su
ppor
t on
e an
othe
r).
Ex. S
elec
t a w
ord(
s) to
des
crib
e w
hat o
ne c
hara
cter
did
in re
spon
se to
ano
ther
’s ac
tion
(e.g
., “W
hat d
id To
m d
o w
hen
Alex
ran
away
?”).
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
3. Id
entif
y th
e th
ings
cha
ract
ers d
o w
hen
they
inte
ract
.Ex
. Giv
en th
ree
choi
ces,
iden
tify
wha
t tw
o ch
arac
ters
in a
stor
y do
whe
n th
ey a
re to
geth
er
(e.g
., To
m a
nd A
lex
get i
nto
trou
ble
toge
ther
.).
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
3. Id
entif
y w
ords
that
des
crib
e ch
arac
ters
.Ex
. Fro
m a
cho
ice
of d
escr
iptiv
e w
ords
, cho
ose
one
that
des
crib
es a
cha
ract
er, (
e.g.
, “W
as
Tom
tall
or sh
ort?
”).
Ex. I
denti
fy th
e ge
nder
of c
hara
cter
s or a
nim
als i
n th
e st
ory
(e.g
., “I
s <ch
arac
ter’s
nam
e> a
gi
rl or
a b
oy?”
).
14 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Craft
and
Str
uctu
re.
RL.9
-10.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es
as th
ey a
re u
sed
in th
e te
xt,
incl
udin
g fig
urati
ve a
nd
conn
otati
ve m
eani
ngs;
ana
lyze
th
e cu
mul
ative
impa
ct o
f spe
cific
w
ord
choi
ces o
n m
eani
ng a
nd
tone
(e.g
., ho
w th
e la
ngua
ge
evok
es a
sens
e of
tim
e an
d pl
ace;
how
it se
ts a
form
al o
r in
form
al to
ne).
EERL
.9-1
0.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
a te
xt,
incl
udin
g co
mm
on a
nalo
gies
and
fig
ures
of s
peec
h.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.4.
N/A
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as t
hey
are
used
in a
text
, in
clud
ing
com
mon
figu
res o
f spe
ech.
Ex. G
iven
a fi
gure
of s
peec
h us
ed in
a st
ory
and
thre
e ch
oice
s, d
eter
min
e th
e co
rrec
t m
eani
ng o
f the
figu
re o
f spe
ech
as it
is u
sed
in th
e te
xt (e
.g.,
As
old
as ti
me
is an
a fi
gure
of
spee
ch m
eani
ng re
ally
old
.).
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es u
sed
in a
text
.Ex
. Ide
ntify
the
defin
ition
of a
wor
d th
at m
atch
es th
e w
ay it
was
use
d in
the
text
(e.g
., Se
lect
from
a sh
ort l
ist o
f syn
onym
s a w
ord
that
mat
ches
the
mea
ning
of a
wor
d us
ed in
th
e te
xt.).
Ex. D
eter
min
e w
hich
illu
stra
tion
best
refle
cts t
he m
eani
ng o
f a p
hras
e as
it is
use
d in
a
text
.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
4. Id
entif
y th
e m
eani
ng o
f wor
ds u
sed
in a
text
.Ex
. Poi
nt to
a p
ictu
re th
at d
epic
ts th
e m
eani
ng o
f a w
ord
as it
was
use
d in
a st
ory.
English Language Arts | Grades 9-12 15
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.9
-10.
5. A
naly
ze h
ow a
n au
thor
’s ch
oice
s con
cern
ing
how
to
stru
ctur
e a
text
, ord
er e
vent
s w
ithin
it (e
.g.,
para
llel p
lots
), an
d m
anip
ulat
e tim
e (e
.g.,
paci
ng,
flash
back
s) c
reat
e su
ch e
ffect
s as
mys
tery
, ten
sion,
or s
urpr
ise.
EERL
.9-1
0.5.
Det
erm
ine
the
sequ
ence
of e
vent
s in
a st
ory
or
dram
a.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.5.
Det
erm
ine
the
actu
al se
quen
ce o
f eve
nts i
n a
stor
y or
dra
ma
that
has
a
man
ipul
ated
sequ
ence
(e.g
., fla
shba
cks)
.Ex
. Giv
en se
vera
l eve
nts i
n a
stor
y, ar
rang
e th
e ev
ents
in th
e or
der t
hey
actu
ally
hap
pene
d as
opp
osed
to th
e or
der t
hey
wer
e to
ld b
y th
e au
thor
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.5.
Det
erm
ine
the
sequ
ence
of f
our o
r mor
e ev
ents
in a
stor
y or
dra
ma.
Ex. G
iven
four
or m
ore
even
ts in
a st
ory,
arra
nge
the
even
ts in
the
corr
ect o
rder
.Ex
. Arr
ange
sent
ence
strip
s to
show
at l
east
four
eve
nts i
n co
rrec
t seq
uenc
e fr
om a
stor
y.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
5. Id
entif
y be
ginn
ing,
mid
dle,
and
end
of a
text
with
a c
lear
sequ
ence
.Ex
. Giv
en th
ree
even
ts fr
om a
stor
y, de
term
ine
whi
ch h
appe
ned
in th
e be
ginn
ing,
mid
dle,
an
d en
d.Ex
. Com
plet
e a
grap
hic
orga
nize
r tha
t sho
ws t
he e
vent
s tha
t hap
pene
d at
the
begi
nnin
g,
mid
dle,
and
end
of a
stor
y.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
5. Id
entif
y ev
ents
from
a st
ory.
Ex. G
iven
a li
st o
f eve
nts,
iden
tify
even
ts th
at o
ccur
red
in th
e st
ory.
Ex. U
se a
switc
h to
con
firm
whe
ther
eac
h ev
ent p
rese
nted
was
or w
as n
ot in
the
stor
y as
th
e te
ache
r rea
ds e
ach
even
t and
ask
s, “
Was
this
in th
e st
ory?
”
16 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.9
-10.
6. A
naly
ze a
par
ticul
ar
poin
t of v
iew
or c
ultu
ral
expe
rienc
e re
flect
ed in
a w
ork
of li
tera
ture
from
out
side
the
Uni
ted
Stat
es, d
raw
ing
on a
wid
e re
adin
g of
wor
ld li
tera
ture
.
EERL
.9-1
0.6.
Con
nect
the
expe
rienc
es o
f cha
ract
ers i
n a
stor
y or
dra
ma
from
out
side
of th
e U.
S. w
ith p
erso
nal
expe
rienc
e.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.6.
Com
pare
and
con
tras
t the
cul
tura
l exp
erie
nces
of c
hara
cter
s in
a st
ory
or
dram
a fr
om o
utsid
e th
e U.
S. w
ith p
erso
nal e
xper
ienc
e.Ex
. Afte
r rea
ding
a st
ory
abou
t a b
oy o
r girl
in a
noth
er c
ount
y (e
.g.,
Crow
Boy
), co
mpa
re
and
cont
rast
the
life
of th
e ch
arac
ter w
ith o
ne’s
own
life.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.6.
Con
nect
the
expe
rienc
es o
f cha
ract
ers i
n a
stor
y or
dra
ma
from
out
side
the
U.S.
with
per
sona
l exp
erie
nce.
Ex. C
onne
ct a
n ex
perie
nce
of th
e ch
arac
ter i
n th
e st
ory
from
ano
ther
cul
ture
to a
n ex
perie
nce
of th
e st
uden
t, (e
.g.,
“Hav
e yo
u ev
er b
een
to th
e be
ach?
How
was
it li
ke w
hat
Jess
e in
the
stor
y sa
w a
t the
bea
ch?”
).Ex
. Con
nect
an
expe
rienc
e of
a c
hara
cter
to a
per
sona
l exp
erie
nce
of th
e st
uden
t.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
6. Id
entif
y th
e ex
perie
nces
of a
cha
ract
er in
a st
ory
or d
ram
a fr
om o
utsid
e th
e U.
S.Ex
. With
the
text
pro
ject
ed o
n an
inte
racti
ve w
hite
boar
d, h
ighl
ight
all
of th
e se
nten
ces
that
tell
abou
t the
cha
ract
er’s
expe
rienc
es.
Ex. G
iven
a li
st o
f exp
erie
nces
, ide
ntify
thos
e th
at th
e ch
arac
ter i
n th
e bo
ok e
xper
ienc
ed.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
6. R
ecog
nize
a c
hara
cter
doi
ng a
n ac
tion.
Ex. I
denti
fy a
cha
ract
er o
n a
vide
o, in
a b
ook,
or i
n a
mag
azin
e w
ho is
doi
ng so
met
hing
fa
mili
ar.
English Language Arts | Grades 9-12 17
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Inte
grati
on o
f Kno
wle
dge
and
Idea
s.
RL.9
-10.
7. A
naly
ze th
e re
pres
enta
tion
of a
subj
ect o
r a
key
scen
e in
two
diffe
rent
ar
tistic
med
ium
s, in
clud
ing
wha
t is
emph
asize
d or
abs
ent i
n ea
ch
trea
tmen
t (e.
g., A
uden
’s “M
usée
de
s Bea
ux A
rts”
and
Bre
ughe
l’s
Land
scap
e w
ith th
e Fa
ll of
Ic
arus
).
EERL
.9-1
0.7.
Com
pare
the
repr
esen
tatio
n of
a su
bjec
t or
topi
c in
two
diffe
rent
arti
stic
med
ium
s (e.
g., p
oetr
y an
d ill
ustr
ation
).
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.7.
Com
pare
and
con
tras
t the
repr
esen
tatio
n of
a su
bjec
t or t
opic
in tw
o di
ffere
nt a
rtisti
c m
ediu
ms (
e.g.
, poe
try
and
illus
trati
on).
Ex. C
ompa
re a
nd c
ontr
ast t
he p
oem
The
Gre
at F
igur
e to
the
pain
ting
The
Figu
re 5
in G
old
that
was
insp
ired
by th
e po
em.
Ex. C
ompa
re a
nd c
ontr
ast a
vid
eo c
arto
on to
a c
omic
boo
k co
ntai
ning
the
sam
e st
ory
(e.g
., “W
hat i
s the
sam
e?”
and
“Wha
t is d
iffer
ent?
”).
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.7.
Com
pare
the
repr
esen
tatio
n of
a su
bjec
t or t
opic
in tw
o di
ffere
nt a
rtisti
c m
ediu
ms (
e.g.
, poe
try
and
illus
trati
on).
Ex. C
ompa
re a
vid
eo c
arto
on to
a c
omic
boo
k co
ntai
ning
the
sam
e st
ory
(e.g
., “W
hat i
s the
sa
me?
”).
Ex. C
ompa
re a
n ill
ustr
ation
with
the
acco
mpa
nyin
g po
em in
Whe
re th
e Si
dew
alk
Ends
.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
7. M
atch
poe
try
with
illu
stra
tions
that
repr
esen
t the
m.
Ex. G
iven
a se
lecti
on o
f illu
stra
tions
from
Whe
re th
e Si
dew
alk
Ends
, mat
ch th
em to
the
appr
opria
te p
oem
s.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
7. Id
entif
y an
illu
stra
tion
that
dep
icts
the
topi
c of
a p
oem
.Ex
. Giv
en tw
o ill
ustr
ation
s, id
entif
y th
e on
e th
at d
epic
ts th
e to
pic
of a
poe
m re
ad a
loud
.RL
.9-1
0.8.
(Not
app
licab
le to
lit
erat
ure)
EERL
.9-1
0.8.
N/A
18 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.9
-10.
9. A
naly
ze h
ow a
n au
thor
dra
ws o
n an
d tr
ansf
orm
s so
urce
mat
eria
l in
a sp
ecifi
c w
ork
(e.g
., ho
w S
hake
spea
re tr
eats
a
them
e or
topi
c fr
om O
vid
or
the
Bibl
e or
how
a la
ter a
utho
r dr
aws o
n a
play
by
Shak
espe
are)
.
EERL
.9-1
0.9.
Iden
tify
whe
n an
au
thor
refe
renc
es o
ne te
xt to
an
othe
r tex
t.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.9-1
0.9.
Det
erm
ine
how
an
auth
or h
as d
raw
n up
on o
r inc
lude
d re
fere
nces
to a
noth
er
text
.Ex
. Rel
ate
info
rmati
on fr
om a
pre
viou
s boo
k in
a se
ries t
o a
late
r boo
k in
the
sam
e se
ries.
Ex. R
elat
e ho
w in
form
ation
from
one
aut
hor’s
text
is fo
und
in a
noth
er a
utho
r’s te
xt.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.9-1
0.9.
Iden
tify
whe
n an
aut
hor r
efer
ence
s one
text
to a
noth
er te
xt.
Ex. I
denti
fy w
hen
info
rmati
on fr
om a
pre
viou
s boo
k in
a se
ries i
s ref
eren
ced
in a
late
r bo
ok in
the
sam
e se
ries.
Ex. R
elat
e ho
w in
form
ation
from
one
aut
hor’s
text
is fo
und
in a
noth
er a
utho
r’s te
xt.
Leve
l II A
A S
tude
nts
will
:EE
RL.9
-10.
9. Id
entif
y pa
rts o
f tw
o te
xts t
hat a
re si
mila
r.Ex
. Afte
r rea
ding
two
stor
ies o
n sim
ilar t
opic
s, id
entif
y pa
rts o
f the
text
s tha
t are
the
sam
e.Ex
. Giv
en tw
o st
orie
s abo
ut th
e sa
me
char
acte
r, id
entif
y pa
rts o
f the
text
s tha
t are
the
sam
e.
Leve
l I A
A S
tude
nts
will
:EE
RL.9
-10.
9. Id
entif
y tw
o bo
oks o
n th
e sa
me
topi
c.Ex
. Giv
en th
ree
book
s, tw
o of
whi
ch a
re a
bout
the
sam
e ch
arac
ter w
ith th
e na
me
in th
e tit
le, s
elec
t the
two
that
are
abo
ut th
e sa
me
char
acte
r.Ex
. Sho
wn
thre
e bo
oks,
two
of w
hich
are
on
the
sam
e to
pic
(e.g
., sa
me
wor
ds in
bot
h tit
les)
, sel
ect t
he tw
o th
at a
re o
n th
e sa
me
topi
c.Ra
nge
of R
eadi
ng a
nd L
evel
of
Text
Com
plex
ity.
RL.9
-10.
10. B
y th
e en
d of
gr
ade
9, re
ad a
nd c
ompr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s,
dram
as, a
nd p
oem
s, in
the
grad
es 9
–10
text
com
plex
ity
band
pro
ficie
ntly,
with
sc
affol
ding
as n
eede
d at
the
high
en
d of
the
rang
e.
EERL
.9-1
0.10
. **T
his E
ssen
tial
Elem
ent r
efer
ence
s all
elem
ents
ab
ove.
English Language Arts | Grades 9-12 19
Nin
th-T
enth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Rea
din
g (
Info
rmat
ion
al T
ext)
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Key
Idea
s an
d D
etai
ls.
RI.9
-10.
1. C
ite st
rong
and
th
orou
gh te
xtua
l evi
denc
e to
su
ppor
t ana
lysis
of w
hat t
he
text
says
exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt.
EERI
.9-1
0.1.
Det
erm
ine
whi
ch
cita
tions
dem
onst
rate
wha
t the
te
xt sa
ys e
xplic
itly
as w
ell a
s in
fere
ntial
ly.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.1.
Cite
text
ual e
vide
nce
to d
raw
infe
renc
es fr
om th
e te
xt.
Ex. U
se a
gra
phic
org
anize
r suc
h as
a tw
o-co
lum
n ch
art w
ith th
e he
adin
gs, “
Wha
t I K
now
” an
d “F
acts
”. F
ill in
the
grap
hic
orga
nize
r by
usin
g ex
ampl
es fr
om te
xt o
f “Fa
cts”
(e.g
., “S
teps
are
num
bere
d, if
I do
#3
befo
re I
do #
2, I
don’
t hav
e th
e pi
eces
I ne
ed.”)
that
su
ppor
t an
infe
renc
e “W
hat I
Kno
w”
(e.g
., ne
ed to
do
step
s in
orde
r).
Ex. W
hile
read
ing
a hi
stor
ical
text
, inf
er w
hat w
ill h
appe
n ne
xt in
the
text
usin
g te
xtua
l ev
iden
ce to
supp
ort t
he in
fere
nce
(e.g
., Th
e so
ldie
rs g
athe
red
on th
e ba
ttle
field
supp
orts
an
infe
renc
e th
at th
ere
is go
ing
to b
e a
fight
).
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.1.
Det
erm
ine
whi
ch c
itatio
ns d
emon
stra
te w
hat t
he te
xt sa
ys e
xplic
itly
as w
ell
as in
fere
ntial
ly.Ex
. Dra
w a
n in
fere
nce
abou
t an
info
rmati
onal
text
(e.g
., It
is im
port
ant t
o kn
ow th
e w
eath
er to
pla
n ac
tiviti
es fo
r the
day
.) an
d se
lect
two
fact
s fro
m a
wea
ther
repo
rt th
at
supp
ort t
he in
fere
nce
(e.g
., Th
e w
eath
er w
ill b
e su
nny
in th
e m
orni
ng b
ut it
will
rain
in th
e aft
erno
on.).
Ex. A
fter r
eadi
ng a
nar
rativ
e on
a m
arch
with
Mar
tin L
uthe
r Kin
g, se
lect
an
infe
renc
e fr
om
choi
ces (
e.g.
, The
mar
cher
s di
d no
t wan
t any
one
to g
et h
urt.
) and
cho
ose
a re
late
d fa
ct
stat
ed in
the
text
to su
ppor
t the
infe
renc
e (e
.g.,
The
peop
le d
id n
ot b
ring
guns
or c
lubs
.).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
1. D
eter
min
e w
hich
cita
tions
dem
onst
rate
wha
t the
text
says
exp
licitl
y.Ex
. Und
erlin
e te
xt th
at te
lls h
ow a
task
shou
ld b
e co
mpl
eted
.
Ex. G
iven
a st
atem
ent o
f wha
t the
text
says
exp
licitl
y, fi
nd th
e ci
tatio
n in
a te
ache
r-se
lect
ed p
ortio
n of
the
text
.
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
1. Id
entif
y w
ords
from
a te
xt.
Ex. A
fter s
hare
d re
adin
g of
a fa
mili
ar in
form
ation
al te
xt, r
espo
nd b
y no
ddin
g or
usin
g a
switc
h to
iden
tify
a st
atem
ent r
ead
alou
d as
from
a fa
mili
ar in
form
ation
al te
xt.
20 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
2. D
eter
min
e a
cent
ral
idea
of a
text
and
ana
lyze
its
deve
lopm
ent o
ver t
he c
ours
e of
the
text
, inc
ludi
ng h
ow it
em
erge
s and
is sh
aped
and
re
fined
by
spec
ific
deta
ils;
prov
ide
an o
bjec
tive
sum
mar
y of
th
e te
xt.
EERI
.9-1
0.2.
Det
erm
ine
the
cent
ral i
dea
of th
e te
xt a
nd
sele
ct d
etai
ls to
supp
ort i
t.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.2.
Det
erm
ine
cent
ral a
nd k
ey id
eas t
hrou
ghou
t the
text
and
iden
tify
deta
ils th
at
supp
ort t
hem
.Ex
. Afte
r rea
ding
an
exce
rpt o
f the
I H
ave
a D
ream
spee
ch, i
denti
fy m
ore
than
one
key
id
ea th
at M
artin
Lut
her K
ing
drea
med
.Ex
. Afte
r rev
iew
ing
a tim
elin
e of
eve
nts t
hat o
ccur
red
durin
g W
WII
with
the
teac
her
poin
ting
out t
he k
ey id
eas f
rom
the
timel
ine,
iden
tify
mor
e th
an o
ne k
ey id
ea a
bout
the
war
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.2.
Det
erm
ine
the
cent
ral i
dea
of th
e te
xt a
nd se
lect
det
ails
that
supp
ort i
t.Ex
. Giv
en a
n in
form
ation
al p
amph
let,
tell
wha
t it i
s abo
ut b
ased
on
the
title
and
sele
ct a
t le
ast t
wo
deta
ils a
bout
the
topi
c fr
om th
e co
nten
ts o
f the
pam
phle
t.Ex
. Giv
en a
n in
stru
ction
shee
t, de
term
ine
wha
t it i
s abo
ut a
nd se
lect
at l
east
two
impo
rtan
t ins
truc
tions
from
the
cont
ents
.
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
2. R
etel
l det
ails
from
the
text
.Ex
. Pro
vide
at l
east
two
deta
ils a
bout
the
text
.Ex
. Rec
all b
asic
det
ails
from
dire
ction
s.
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
2. R
ecog
nize
a d
etai
l fro
m te
xt.
Ex. H
ighl
ight
a d
etai
l fro
m a
labe
l – c
ircle
or p
oint
to th
e sk
ull a
nd c
ross
bone
s.Ex
. Giv
en a
sign
(e.g
., sa
fety
sign
s), p
oint
to a
n im
port
ant d
etai
l.
English Language Arts | Grades 9-12 21
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
3. A
naly
ze h
ow th
e au
thor
unf
olds
an
anal
ysis
or se
ries o
f ide
as o
r eve
nts,
in
clud
ing
the
orde
r in
whi
ch th
e po
ints
are
mad
e, h
ow th
ey a
re
intr
oduc
ed a
nd d
evel
oped
, and
th
e co
nnec
tions
that
are
dra
wn
betw
een
them
.
EERI
.9-1
0.3.
Det
erm
ine
conn
ectio
ns d
raw
n be
twee
n id
eas o
r eve
nts i
n in
form
ation
al
text
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.3.
Det
erm
ine
conn
ectio
ns d
raw
n be
twee
n id
eas o
r eve
nts t
o m
ake
a po
int i
n in
form
ation
al te
xt.
Ex. D
eter
min
e th
e co
nnec
tion
betw
een
an e
vent
and
the
even
t tha
t dire
ctly
pre
cede
d it
(e.g
., Aft
er st
udyi
ng M
artin
Lut
her K
ing
Jr., t
he st
uden
ts re
cogn
ize th
at a
ll of
the
mar
ches
th
at h
e le
d w
ere
for e
qual
righ
ts.).
Ex. D
eter
min
e th
e co
nnec
tion
betw
een
an id
ea a
nd w
hat p
rece
ded
it (e
.g.,
after
stud
ying
th
e Am
eric
an R
evol
ution
, stu
dent
s rec
ogni
ze th
at th
e Am
eric
an c
olon
ies w
ante
d fr
eedo
m
from
Gre
at B
ritai
n an
d fo
ught
the
Briti
sh to
get
it.).
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.3.
Det
erm
ine
conn
ectio
ns d
raw
n be
twee
n id
eas o
r eve
nts i
n in
form
ation
al te
xt.
Ex. U
se g
raph
ic o
rgan
izers
to sh
ow re
latio
nshi
ps in
an
info
rmati
onal
text
, (e.
g., I
f I ru
n a
stop
sign
, I w
ill g
et a
tick
et; I
f a p
erso
n ha
s a st
omac
hach
e, c
all t
he d
octo
r.).
Ex. U
se th
e se
quen
ce o
f tw
o or
mor
e ev
ents
to sh
ow h
ow th
ey a
re re
late
d to
an
info
rmati
onal
text
(e.g
., br
ingi
ng g
lass
to th
e sw
imm
ing
pool
, gla
ss is
dro
pped
and
bro
ken,
so
meo
ne g
ets c
ut).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
3. R
ecog
nize
how
idea
s or e
vent
s in
a te
xt a
re re
late
d.Ex
. Ide
ntify
det
ails
from
info
rmati
onal
text
to m
ake
deci
sions
(e.g
., us
e a
wea
ther
fore
cast
to
dec
ide
clot
hing
to w
ear t
hat d
ay).
Ex. G
iven
cho
ices
, rec
ogni
ze th
e re
latio
nshi
p be
twee
n in
form
ation
and
eve
nts t
hat f
ollo
w,
(e.g
., “I
t was
rain
ing
and
the
girl
did
not h
ave
an u
mbr
ella
, she
got
wet
. W
hat s
houl
d th
e gi
rl do
so sh
e do
es n
ot g
et w
et?”
).
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
3. Id
entif
y in
form
ation
from
text
.Ex
. Afte
r list
enin
g to
the
teac
her r
ead
a sh
ort i
nfor
mati
onal
text
(e.g
., ru
les f
or th
e sw
imm
ing
pool
), us
e a
switc
h to
con
firm
whe
ther
a d
etai
l was
in a
text
as t
he te
ache
r re
ads a
nd a
sks,
“Di
d w
e ju
st re
ad th
at?”
).Ex
. Afte
r sha
red
read
ing
and
disc
ussio
n of
an
info
rmati
onal
text
, sel
ect f
rom
cho
ices
an
illus
trati
on fr
om th
e te
xt (e
.g.,
poin
t to
a pi
ctur
e of
a b
ottle
with
an
X ac
ross
it fr
om ru
les
for t
he sw
imm
ing
pool
).
22 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Craft
and
Str
uctu
re.
RI.9
-10.
4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es
as th
ey a
re u
sed
in a
text
, in
clud
ing
figur
ative
, con
nota
tive,
an
d te
chni
cal m
eani
ngs;
ana
lyze
th
e cu
mul
ative
impa
ct o
f spe
cific
w
ord
choi
ces o
n m
eani
ng a
nd
tone
(e.g
., ho
w th
e la
ngua
ge o
f a
cour
t opi
nion
diff
ers f
rom
that
of
a ne
wsp
aper
).
EERI
.9-1
0.4.
Det
erm
ine
mea
ning
s of w
ords
and
phr
ases
in
info
rmati
onal
text
incl
udin
g fig
urati
ve la
ngua
ge.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.4.
N/A
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.4.
Det
erm
ine
mea
ning
s of w
ords
and
phr
ases
in in
form
ation
al te
xt in
clud
ing
figur
ative
lang
uage
.Ex
. Mak
e id
iom
boo
ks a
nd w
rite
the
real
mea
ning
(e.g
., Yo
u’re
driv
ing
me
up a
wal
l = y
ou
are
mak
ing
me
craz
y.).
Ex. G
iven
mor
e th
an o
ne m
eani
ng o
f key
voc
abul
ary
wor
ds, s
elec
t the
one
that
bes
t m
atch
es th
e re
adin
g pa
ssag
e.
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
4. D
eter
min
e m
eani
ngs o
f wor
ds a
nd p
hras
es in
info
rmati
onal
text
.Ex
. Ide
ntify
mea
ning
of k
ey w
ords
usin
g co
ntex
t clu
es.
Ex. U
se a
dic
tiona
ry to
look
up
the
mea
ning
of k
ey w
ords
.
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
4. R
ecog
nize
wor
ds a
nd p
hras
es u
sed
in a
text
.Ex
. Nam
e or
poi
nt o
ut w
ords
and
phr
ases
in a
n ar
ticle
Ex. G
iven
a k
ey w
ord
for a
n ar
ticle
, poi
nt to
it in
the
artic
le.
English Language Arts | Grades 9-12 23
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
5. A
naly
ze in
det
ail h
ow
an a
utho
r’s id
eas o
r cla
ims
are
deve
lope
d an
d re
fined
by
parti
cula
r sen
tenc
es, p
arag
raph
s,
or la
rger
por
tions
of a
text
(e.g
., a
secti
on o
r cha
pter
).
EERI
.9-1
0.5.
Det
erm
ine
whi
ch
sent
ence
s in
a te
xt su
ppor
t the
cl
aim
s of t
he a
utho
r.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.5.
Det
erm
ine
the
auth
or’s
clai
ms a
nd id
entif
y w
hich
sent
ence
s sup
port
his
or
her c
laim
s.Ex
. Rea
d or
list
en to
a h
istor
ical
text
, sta
te th
e au
thor
’s cl
aim
and
und
erlin
e th
e se
nten
ces
that
tell
abou
t the
aut
hor’s
cla
im (e
.g.,
After
read
ing
and
disc
ussin
g an
exc
erpt
of F
rank
lin
Roos
evel
t’s S
tate
of t
he U
nion
add
ress
, stu
dent
s ide
ntify
a c
laim
Roo
seve
lt m
akes
and
a
sent
ence
that
supp
orts
the
Pres
iden
t’s c
laim
.).Ex
. Rea
d or
list
en to
a sc
ienc
e te
xt, s
elec
t fro
m c
hoic
es w
hat t
he a
utho
r’s c
laim
is a
nd te
ll w
hich
sent
ence
s sho
w th
is is
wha
t he
or sh
e th
inks
(e.g
., se
nten
ces t
hat t
ell a
bout
the
auth
or’s
clai
m th
at w
e ne
ed b
etter
recy
clin
g pr
ogra
ms)
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.5.
Det
erm
ine
whi
ch se
nten
ces i
n a
text
supp
ort t
he c
laim
s of t
he a
utho
r.Ex
. Usin
g a
pass
age
proj
ecte
d on
an
inte
racti
ve w
hite
boar
d, re
ad o
r list
en to
and
disc
uss
with
the
teac
her t
he c
laim
mad
e in
the
text
; the
n hi
ghlig
ht w
hich
sent
ence
s tel
l abo
ut th
e au
thor
’s cl
aim
.Ex
. Rea
d or
list
en to
the
text
and
tell
whi
ch se
nten
ces t
ell a
bout
the
auth
or’s
clai
m (e
.g.,
that
we
need
bett
er re
cycl
ing
prog
ram
s).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
5. Id
entif
y on
e de
tail
from
an
artic
le.
Ex. A
fter r
eadi
ng o
r list
enin
g to
an
artic
le o
n a
curr
ent e
vent
, poi
nts t
o a
pict
ure
from
an
artic
le th
at d
epic
ts a
det
ail f
rom
the
artic
le a
nd re
peat
s the
det
ail t
hey
hear
d or
read
.Ex
. Rea
d or
list
en to
the
text
and
tell
whi
ch se
nten
ces t
ell a
det
ail (
e.g.
, The
Pre
side
nt
cam
e he
re.).
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
5. Id
entif
y a
deta
il.Ex
. Giv
en c
hoic
es, i
denti
fy a
det
ail i
n re
spon
se to
“w
h” q
uesti
ons.
24 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
6. D
eter
min
e an
aut
hor’s
po
int o
f vie
w o
r pur
pose
in a
text
an
d an
alyz
e ho
w a
n au
thor
use
s rh
etor
ic to
adv
ance
that
poi
nt o
f vi
ew o
r pur
pose
.
EERI
.9-1
0.6.
Det
erm
ine
an
auth
or’s
purp
ose
or p
oint
of
view
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.6.
Det
erm
ine
an a
utho
r’s p
urpo
se a
nd p
oint
of v
iew
and
iden
tify
an o
ppos
ing
poin
t of v
iew
.Ex
. Whe
n pr
esen
ted
with
two
text
s on
the
sam
e to
pic
but d
iffer
ent v
iew
poin
ts, i
denti
fy
the
auth
or’s
diffe
rent
per
spec
tives
.Ex
. Giv
en n
ew se
nten
ces,
det
erm
ine
if th
ey su
ppor
t the
aut
hor’s
pur
pose
or a
re o
ppos
ite.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.6.
Det
erm
ine
an a
utho
r’s p
urpo
se o
r poi
nt o
f vie
w.
Ex. A
fter r
eadi
ng a
n in
form
ation
al te
xt, s
tate
the
auth
or’s
purp
ose
(e.g
., Aft
er re
adin
g ab
out a
U.S
. Pre
siden
t, an
swer
, “W
hat i
s the
aut
hor t
ryin
g to
tell
you?
,” sa
y “g
ood
pres
iden
t”.).
Ex. A
fter r
eadi
ng a
nd d
iscus
sing
a sc
ienc
e te
xt, s
elec
t fro
m re
late
d an
d un
rela
ted
choi
ces
the
purp
ose
of th
e te
xt (e
.g.,
germ
s mak
e yo
u sic
k).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
6. Id
entif
y re
sour
ce b
ased
on
its a
utho
r’s c
laim
.Ex
. Sel
ect t
ext a
bout
snak
es fr
om a
t lea
st th
ree
diffe
rent
opti
ons.
Ex. S
elec
t tex
t abo
ut a
hist
oric
al fi
gure
from
cho
ices
pro
vide
d by
the
teac
her.
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
6. R
eque
st a
reso
urce
by
topi
c or
pur
pose
.Ex
. Ask
for a
reso
urce
by
topi
c or
pur
pose
, (e.
g., T
he te
ache
r say
s, “
Wha
t do
you
wan
t to
read
abo
ut?,
” an
d st
uden
t say
s, “
bugs
.”).
Ex. U
se a
pre
prog
ram
med
AAC
dev
ice
to re
ques
t an
info
rmati
onal
text
by
topi
c or
pu
rpos
e.
English Language Arts | Grades 9-12 25
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Inte
grati
on o
f Kno
wle
dge
and
Idea
s.
RI.9
-10.
7. A
naly
ze v
ario
us
acco
unts
of a
subj
ect t
old
in
diffe
rent
med
ium
s (e.
g., a
pe
rson
’s lif
e st
ory
in b
oth
prin
t an
d m
ultim
edia
), de
term
inin
g w
hich
det
ails
are
emph
asize
d in
ea
ch a
ccou
nt.
EERI
.9-1
0.7.
Com
pare
a se
lecti
on
of in
form
ation
al te
xt a
bout
a
pers
on w
ith a
noth
er m
ediu
m.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.7.
Com
pare
and
con
tras
t a se
lecti
on fr
om te
xt a
bout
a p
erso
n w
ith o
ther
m
ediu
ms.
Ex. C
ompa
re a
lette
r writt
en b
y a
subj
ect t
o a
secti
on in
a b
iogr
aphy
or n
ews r
epor
t tel
ling
abou
t the
sam
e ev
ent (
Mar
tin L
uthe
r Kin
g’s L
etter
from
a B
irmin
gham
Jail)
.Ex
. Des
crib
e sim
ilarit
y or
diff
eren
ces b
etw
een
an in
form
ation
al te
xt a
bout
a p
erso
n an
d a
pain
ting,
pho
togr
aph,
or fi
lm c
lip a
bout
them
.Le
vel I
II A
A S
tude
nts
will
:EE
RI.9
-10.
7. C
ompa
re a
sele
ction
of i
nfor
mati
onal
text
abo
ut a
per
son
with
ano
ther
m
ediu
m.
Ex. T
ell w
hat i
s the
sam
e in
a b
iogr
aphi
cal v
ideo
abo
ut a
per
son
to a
text
or p
assa
ge a
bout
th
e sa
me
pers
on (e
.g.,
“He
was
/is p
resid
ent.”
).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
7. Id
entif
y th
at tw
o so
urce
s ref
er to
the
sam
e in
divi
dual
.Ex
. Ide
ntify
who
two
sour
ces a
re a
bout
in a
tele
visio
n co
mm
erci
al o
r brie
f vid
eo (Y
ouTu
be)
and
a ne
wsp
aper
arti
cle
abou
t the
sam
e pe
rson
.Ex
. Giv
en a
new
spap
er a
rticl
e an
d sh
own
two
new
s rep
orts
, mat
ch th
e ne
wsp
aper
arti
cle
to th
e sa
me
pers
on th
at is
pre
sent
ed in
a n
ews r
epor
t.
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
7. R
ecog
nize
the
mea
ning
of a
n in
form
ation
al m
essa
ge.
Ex. R
ecog
nize
the
topi
c of
an
elec
tron
ic a
rticl
e w
hen
read
alo
ud (e
.g.,
abou
t the
pr
esid
ent)
.Ex
. Giv
en a
n in
form
ation
al m
essa
ge, r
espo
nd to
the
mes
sage
(e.g
., re
cogn
ize a
fire
ala
rm’s
conn
ectio
n to
a fi
re d
rill).
26 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
8. D
elin
eate
and
ev
alua
te th
e ar
gum
ent a
nd
spec
ific
clai
ms i
n a
text
, as
sess
ing
whe
ther
the
reas
onin
g is
valid
and
the
evid
ence
is
rele
vant
and
suffi
cien
t; id
entif
y fa
lse st
atem
ents
and
falla
ciou
s re
ason
ing.
EERI
.9-1
0.8.
Del
inea
te
stat
emen
ts th
at su
ppor
t an
argu
men
t.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.8.
Use
evi
denc
e an
d st
atem
ents
to su
ppor
t an
argu
men
t.Ex
. Ask
and
ans
wer
que
stion
s abo
ut w
heth
er k
ey d
etai
ls su
ppor
t the
cen
tral
idea
or c
laim
of
an
auth
or in
the
text
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.8.
Del
inea
te st
atem
ents
that
supp
ort a
n ar
gum
ent.
Ex. G
iven
two
stat
emen
ts re
late
d to
an
argu
men
t, se
lect
the
one
that
supp
orts
the
argu
men
t (e.
g., s
elec
t fro
m “
ther
e is
no re
d an
d gr
een
light
” an
d “t
he st
reet
sign
is a
re
ctan
gle”
to su
ppor
t “cr
ossin
g th
e st
reet
in th
e m
iddl
e of
the
bloc
k is
dang
erou
s”).
Ex. A
fter r
eadi
ng te
xt a
bout
the
pres
iden
t in
whi
ch a
ll of
the
stat
emen
ts a
re a
bout
th
e pr
esid
ent e
xcep
t for
one
stat
emen
t, id
entif
y th
e st
atem
ent t
hat i
s not
abo
ut th
e pr
esid
ent.
Leve
l II A
A S
tude
nts
will
: EE
RI.9
-10.
8. Id
entif
y a
fact
from
a te
xt.
Ex. A
fter t
wo
stat
emen
ts a
re re
ad b
y th
e st
uden
t or t
each
er, i
denti
fy w
hich
is a
fact
ver
sus
whi
ch is
an
opin
ion
usin
g ke
y w
ords
such
as I
thin
k, I
belie
ve, I
feel
, (e.
g., “
The
body
nee
ds
food
to li
ve.”
vers
us “
Som
e pe
ople
thin
k su
gar i
s bad
for y
ou.”)
.Ex
. As s
tate
men
ts a
re re
ad b
y th
e te
ache
r fro
m a
hist
oric
al p
assa
ge, i
denti
fy w
hich
is a
fa
ct v
ersu
s opi
nion
usin
g ke
y w
ords
such
as I
thin
k, I
belie
ve, I
feel
, (e.
g., “
Linc
oln
was
pr
esid
ent o
f the
Uni
ted
Stat
es.”
vers
us “
Man
y be
lieve
he
was
a g
reat
man
.”).
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
8. R
ecog
nize
that
an
even
t occ
urre
d.Ex
. Afte
r the
teac
her r
eads
a b
rief a
ccou
nt o
f som
ethi
ng th
at h
appe
ned
and
disc
usse
s it,
use
a sw
itch
to in
dica
te w
heth
er a
n ev
ent o
ccur
red
in th
e pa
ssag
e (e
.g.,
“Did
this
happ
en?”
).
English Language Arts | Grades 9-12 27
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.9
-10.
9. A
naly
ze se
min
al
U.S.
doc
umen
ts o
f hist
oric
al
and
liter
ary
signi
fican
ce (e
.g.,
Was
hing
ton’
s Far
ewel
l Add
ress
, th
e Ge
ttys
burg
Add
ress
, Ro
osev
elt’s
Fou
r Fre
edom
s sp
eech
, Kin
g’s “
Lette
r fro
m
Birm
ingh
am Ja
il”),
incl
udin
g ho
w
they
add
ress
rela
ted
them
es a
nd
conc
epts
.
EERI
.9-1
0.9.
Mak
e co
nnec
tions
be
twee
n U.
S. d
ocum
ents
of
hist
oric
al a
nd li
tera
ry si
gnifi
canc
e ba
sed
on re
late
d th
emes
and
co
ncep
ts.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.9-1
0.9.
N/A
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.9-1
0.9.
Mak
e co
nnec
tions
bet
wee
n U.
S. d
ocum
ents
of h
istor
ical
and
lite
rary
sig
nific
ance
bas
ed o
n re
late
d th
emes
and
con
cept
s.Ex
. Afte
r rea
ding
or l
isten
ing
to sp
eech
es b
y tw
o fa
mou
s peo
ple
and
disc
ussin
g w
ith th
e te
ache
r wha
t is t
he sa
me
abou
t the
m, s
elec
t fro
m c
hoic
es a
con
cept
that
con
nect
s the
tw
o (e
.g.,
two
lead
ers m
akin
g sp
eech
es o
n fr
eedo
m).
Ex. A
fter r
eadi
ng a
nd d
iscus
sing
with
the
teac
her t
wo
hist
oric
al sp
eech
es (e
.g.,
Roos
evel
t’s
Four
Fre
edom
s spe
ech,
Kin
g’s L
etter
s fr
om B
irmin
gham
Jail)
and
disc
ussin
g ke
y id
eas f
rom
ea
ch a
nd h
ow th
ey a
re re
late
d, te
ll ho
w th
e tw
o sp
eech
es a
re re
late
d (e
.g.,
abou
t bei
ng
free
).
Leve
l II A
A S
tude
nts
will
:EE
RI.9
-10.
9. R
ecog
nize
a h
istor
ical
fact
.Ex
. Giv
en h
istor
ical
non
-ficti
on o
n pr
esid
ents
and
ask
ed, “
Is th
is a
fact
? T
he p
resid
ent l
ives
in
the
Whi
te H
ouse
,” an
swer
s, “
yes.”
Leve
l I A
A S
tude
nts
will
:EE
RI.9
-10.
9. C
lass
ify fa
ct a
nd fa
ntas
y.Ex
. Cat
egor
ize p
ictu
res o
f obj
ects
and
peo
ple
as re
al o
r unr
eal (
e.g.
, a U
.S. P
resid
ent a
nd a
fa
iry).
Rang
e of
Rea
ding
and
Lev
el o
f Te
xt C
ompl
exity
.
RI.9
-10.
10. B
y th
e en
d of
gr
ade
9, re
ad a
nd c
ompr
ehen
d lit
erar
y no
nficti
on in
the
grad
es
9–10
text
com
plex
ity b
and
profi
cien
tly, w
ith sc
affol
ding
as
need
ed a
t the
hig
h en
d of
the
rang
e.
By th
e en
d of
gra
de 1
0, re
ad a
nd
com
preh
end
liter
ary
nonfi
ction
at
the
high
end
of t
he g
rade
s 9–
10 te
xt c
ompl
exity
ban
d in
depe
nden
tly a
nd p
rofic
ient
ly.
EERI
.9-1
0.10
. **T
his L
itera
ture
Es
senti
al E
lem
ent r
efer
ence
s all
elem
ents
abo
ve.
28 Common Core Essential Elements
Nin
th-T
enth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Wri
tin
g
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Text
Typ
es a
nd P
urpo
ses.
W.9
-10.
1. W
rite
argu
men
ts to
su
ppor
t cla
ims i
n an
ana
lysis
of
subs
tanti
ve to
pics
or t
exts
, usin
g va
lid re
ason
ing
and
rele
vant
and
su
ffici
ent e
vide
nce.
a.
Intr
oduc
e pr
ecise
cl
aim
(s),
disti
ngui
sh th
e cl
aim
(s) f
rom
alte
rnat
e or
op
posin
g cl
aim
s, a
nd c
reat
e an
or
gani
zatio
n th
at e
stab
lishe
s cl
ear r
elati
onsh
ips a
mon
g cl
aim
(s),
coun
terc
laim
s, re
ason
s,
and
evid
ence
.b.
De
velo
p cl
aim
(s) a
nd
coun
terc
laim
s fai
rly, s
uppl
ying
ev
iden
ce fo
r eac
h w
hile
po
intin
g ou
t the
stre
ngth
s and
lim
itatio
ns o
f bot
h in
a m
anne
r th
at a
ntici
pate
s the
aud
ienc
e’s
know
ledg
e le
vel a
nd c
once
rns.
EEW
.9-1
0.1.
a-b.
Writ
e ab
out a
pe
rson
al o
pini
on a
nd g
ive
mor
e th
an o
ne re
ason
supp
ortin
g an
d re
jecti
ng th
e cl
aim
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.1.
a-b.
Writ
e to
exp
ress
an
opin
ion
with
supp
ortin
g in
form
ation
abo
ut a
topi
c or
te
xt a
nd a
con
clud
ing
stat
emen
t.Ex
. Writ
e an
arg
umen
t to
supp
ort c
laim
s with
cle
ar re
ason
s or e
vide
nce
and
intr
oduc
e al
tern
ate
or
oppo
sing
clai
ms.
Ex. W
rite
a cl
aim
abo
ut th
e cl
ass e
lecti
on (e
.g.,
Joe
is th
e be
st) a
nd a
n ar
gum
ent t
o su
ppor
t the
cla
im
(e.g
., he
is a
frie
nd) a
nd a
reas
on (e
.g.,
he is
goo
d) a
nd in
trod
uce
a co
unte
rcla
im (e
.g.,
Jen
is g
ood,
to
o).
Ex. W
rite
a cl
aim
(e.g
., Sc
hool
uni
form
s ar
e ba
d.) a
nd a
n ar
gum
ent t
o su
ppor
t it (
e.g.
, too
har
d) w
ith
a re
ason
(e.g
., lo
ts o
f butt
ons)
and
intr
oduc
es a
cou
nter
clai
m (e
.g.,
unifo
rms
easy
to d
ecid
e).
Ex. W
rite
a cl
aim
(e.g
., N
o fig
hting
at s
choo
l.), a
n ar
gum
ent t
o su
ppor
t it (
e.g.
, It i
s th
e ru
le.),
and
a
reas
on (e
.g.,
som
eone
hur
t).
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.1.
a-b.
Writ
e ab
out a
per
sona
l opi
nion
and
giv
e m
ore
than
one
reas
on
supp
ortin
g an
d re
jecti
ng th
e cl
aim
.Ex
. Giv
en a
stat
emen
t (e.
g., S
tude
nts s
houl
d ha
ve m
ore
free
dom
.), in
itial
ly e
xpre
ss a
gree
men
t (e.
g.,
We
are
in 8
th g
rade
. W
e ca
n m
ake
good
cho
ices
.) an
d th
en d
isagr
eem
ent (
e.g.
, Som
etim
es w
e m
ake
mis
take
s. S
ometi
mes
we
don’
t thi
nk a
head
.) an
d gi
ve m
ore
than
one
reas
on w
hy, a
nd th
en d
raw
a
conc
lusio
n (e
.g.,
Pare
nts
and
teac
hers
can
hel
p w
ith fr
eedo
m.).
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
1.a-
b. W
ith te
ache
r sup
port
and
gui
danc
e, w
rite
an a
rgum
ent t
o su
ppor
t cla
ims
with
one
cle
ar re
ason
and
a p
iece
of e
vide
nce.
Ex. W
rites
a c
laim
abo
ut th
e cl
ass e
lecti
on (e
.g.,
Joe
is th
e be
st) w
ith a
pee
r, br
ains
torm
arg
umen
ts
and
reas
ons w
ith th
e pe
er, a
nd th
en w
rite
an a
rgum
ent t
o su
ppor
t the
cla
im (e
.g.,
he is
a fr
iend
), an
d a
reas
on (e
.g.,
he is
goo
d).
Ex. W
rite
a cl
aim
(e.g
., Sc
hool
uni
form
s ar
e ba
d.) a
nd, a
fter t
each
er-le
d di
scus
sion,
add
s an
argu
men
t to
supp
ort i
t (e.
g., t
oo h
ard)
with
a re
ason
(e.g
., lo
ts o
f butt
ons)
.Ex
. Writ
e a
clai
m (e
.g.,
No
fighti
ng a
t sch
ool.)
, an
argu
men
t to
supp
ort i
t (e.
g., I
t is
the
rule
.), a
nd,
after
getti
ng fe
edba
ck o
n th
e dr
aft fr
om th
e te
ache
r, ad
ds a
reas
on (e
.g.,
som
eone
hur
t).
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
1.a-
b. W
ith g
uida
nce
and
supp
ort,
writ
e a
clai
m a
nd a
reas
on.
Ex. U
se a
read
y-m
ade
set-u
p in
mul
timed
ia so
ftwar
e to
cho
ose
wor
ds to
writ
e a
clai
m.
Ex. A
fter a
pee
r writ
es, s
tate
agr
eem
ent o
r disa
gree
men
t (e.
g., A
pee
r writ
es, u
nifo
rms
are
bad,
indi
cate
“Ye
s” w
hen
aske
d, “
Do y
ou a
gree
? A
re u
nifo
rms b
ad?”
) and
then
usin
g as
sistiv
e te
chno
logy
, typ
e le
tters
or w
ords
pro
vidi
ng a
reas
on.
Ex. C
hoos
e a
clai
m fr
om tw
o op
tions
(e.g
., Sc
hool
uni
form
s ar
e ba
d. S
choo
l uni
form
s ar
e go
od.)
and
alte
rnati
ng tu
rns w
ith th
e te
ache
r, us
es a
ssisti
ve te
chno
logy
to ty
pe le
tters
and
wor
ds (e
.g.,
nice
) as
the
teac
her m
odel
s dur
ing
her t
urn,
shor
t sim
ple
reas
ons (
e.g.
, Stu
dent
s lo
ok n
ice.
Stu
dent
s lo
ok
the
sam
e.)
English Language Arts | Grades 9-12 29
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Use
wor
ds, p
hras
es, a
nd
clau
ses t
o lin
k th
e m
ajor
secti
ons
of th
e te
xt, c
reat
e co
hesio
n,
and
clar
ify th
e re
latio
nshi
ps
betw
een
clai
m(s
) and
reas
ons,
be
twee
n re
ason
s and
evi
denc
e,
and
betw
een
clai
m(s
) and
co
unte
rcla
ims.
EEW
.9-1
0.1.
c. N
/A
d.
Esta
blish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
w
hile
atte
ndin
g to
the
norm
s an
d co
nven
tions
of t
he d
iscip
line
in w
hich
they
are
writi
ng.
EEW
.9-1
0.1.
d. N
/A
e.
Prov
ide
a co
nclu
ding
st
atem
ent o
r sec
tion
that
follo
ws
from
and
supp
orts
the
argu
men
t pr
esen
ted.
EEW
.9-1
0.1.
e. N
/A
30 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
2. W
rite
info
rmati
ve/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s,
and
info
rmati
on c
lear
ly a
nd
accu
rate
ly th
roug
h th
e eff
ectiv
e se
lecti
on, o
rgan
izatio
n, a
nd
anal
ysis
of c
onte
nt.
a.
Intr
oduc
e a
topi
c;
orga
nize
com
plex
idea
s,
conc
epts
, and
info
rmati
on to
m
ake
impo
rtan
t con
necti
ons a
nd
disti
nctio
ns; i
nclu
de fo
rmatti
ng
(e.g
., he
adin
gs),
grap
hics
(e.g
., fig
ures
, tab
les)
, and
mul
timed
ia
whe
n us
eful
to a
idin
g co
mpr
ehen
sion.
b.
Deve
lop
the
topi
c w
ith w
ell-c
hose
n, re
leva
nt,
and
suffi
cien
t fac
ts, e
xten
ded
defin
ition
s, c
oncr
ete
deta
ils,
quot
ation
s, o
r oth
er in
form
ation
an
d ex
ampl
es a
ppro
pria
te to
th
e au
dien
ce’s
know
ledg
e of
the
topi
c.
EEW
.9-1
0.2.
a-b.
Writ
e to
con
vey
idea
s and
info
rmati
on u
sing
clea
r or
gani
zatio
n an
d in
clud
ing
fact
s,
deta
ils, a
nd o
ther
info
rmati
on a
s w
ell a
s gra
phic
s and
mul
timed
ia
as n
eede
d.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.2.
a-b.
Writ
e to
con
vey
idea
s and
info
rmati
on c
lear
ly, g
roup
ing
idea
s int
o ca
tego
ries i
nclu
ding
fact
s, d
etai
ls, a
nd o
ther
info
rmati
on a
s wel
l as g
raph
ics a
nd
mul
timed
ia a
s nee
ded.
Ex. W
rite
abou
t a h
obby
stati
ng w
hat t
he h
obby
is (e
.g.,
I lik
e co
okin
g.),
writi
ng a
pa
ragr
aph
abou
t fav
orite
food
s to
cook
with
a re
ason
(e.g
., I l
ike
mak
e gr
il ch
es [g
rille
d ch
eese
], m
ac n
che
es [m
acar
oni a
nd c
hees
e].
I lik
e m
elt c
hes
[mel
ted
chee
se].)
and
fa
vorit
e de
sser
ts (e
.g.,
I lik
e m
ake
[mak
ing]
hot
fuj s
unda
[fud
ge su
ndae
s] w
ith ic
e cr
em
sprin
kls
[cre
am sp
rinkl
es].
Ice
crem
[cre
am] i
s co
ld a
nd s
wet
[sw
eet]
.).
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.2.
a-b.
Writ
e to
con
vey
idea
s and
info
rmati
on u
sing
clea
r org
aniza
tion
and
incl
udin
g fa
cts,
det
ails,
and
oth
er in
form
ation
as w
ell a
s gra
phic
s and
mul
timed
ia a
s ne
eded
.Ex
. Writ
e to
giv
e di
recti
ons t
o a
plac
e in
the
scho
ol in
clud
ing
a st
ep-b
y-st
ep o
rgan
izatio
n w
ith il
lust
ratio
ns a
s nee
ded
to su
ppor
t und
erst
andi
ng.
Ex. W
rite
to d
escr
ibe
a sc
hool
ass
embl
y fir
st d
escr
ibin
g w
hat t
he to
pic
was
(e.g
., D
ARE
), w
ho w
as in
volv
ed (a
ll th
e ki
ds),
then
the
activ
ity (l
iste
n to
pol
is [p
olic
e]) a
nd d
etai
ls (N
o be
er.
No
drug
s.).
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
2.a-
b. W
rite
to c
onve
y id
eas a
nd in
form
ation
usin
g cl
ear o
rgan
izatio
n as
wel
l as
grap
hics
and
mul
timed
ia.
Ex. W
rite
to g
ive
dire
ction
s to
a pl
ace
in th
e sc
hool
incl
udin
g m
ost o
f the
step
s with
ill
ustr
ation
s as n
eede
d to
supp
ort u
nder
stan
ding
.Ex
. Writ
e to
des
crib
e a
scho
ol a
ssem
bly
abou
t DAR
E sa
ying
who
was
invo
lved
(all
the
kids
) an
d w
hat h
appe
ned
(list
en to
pol
is [p
olic
e]).
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
2.a-
b. W
ith g
uida
nce
and
supp
ort,
writ
e to
con
vey
idea
s.Ex
. Use
a p
repr
ogra
mm
ed a
ltern
ate
keyb
oard
to w
rite
abou
t the
scho
ol a
ssem
bly
(like
it).
Ex. W
ork
with
a te
ache
r usin
g tw
o-sw
itch
step
scan
ning
to sc
an th
roug
h th
e le
tters
of
the
alph
abet
dire
cting
the
teac
her t
o “g
o to
the
next
one
,” an
d “w
rite
that
one
dow
n,”
in
orde
r to
sele
ct le
tters
to u
se in
writi
ng a
bout
scho
ol.
Ex. U
sing
wor
d pr
edic
tion
softw
are
and
with
a te
ache
r’s su
ppor
t and
gui
danc
e, w
rite
abou
t a fa
vorit
e ac
tivity
in c
lass
(lik
e go
ing
to a
mov
ie).
English Language Arts | Grades 9-12 31
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Use
app
ropr
iate
and
va
ried
tran
sition
s to
link
the
maj
or se
ction
s of t
he te
xt,
crea
te c
ohes
ion,
and
cla
rify
the
rela
tions
hips
am
ong
com
plex
id
eas a
nd c
once
pts.
EEW
.9-1
0.2.
c. N
/A
d.
Use
pre
cise
lang
uage
an
d do
mai
n-sp
ecifi
c vo
cabu
lary
to
man
age
the
com
plex
ity o
f the
to
pic.
EEW
.9-1
0.2.
d. N
/A
e.
Esta
blish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
w
hile
atte
ndin
g to
the
norm
s an
d co
nven
tions
of t
he d
iscip
line
in w
hich
they
are
writi
ng.
EEW
.9-1
0.2.
e. N
/A
f. Pr
ovid
e a
conc
ludi
ng
stat
emen
t or s
ectio
n th
at
follo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
tion
pres
ente
d (e
.g.,
artic
ulati
ng
impl
icati
ons o
r the
sign
ifica
nce
of th
e to
pic)
.
EEW
.9-1
0.2.
f. N
/A
32 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
3. W
rite
narr
ative
s to
dev
elop
real
or i
mag
ined
ex
perie
nces
or e
vent
s usin
g eff
ectiv
e te
chni
que,
wel
l-cho
sen
deta
ils, a
nd w
ell-s
truc
ture
d ev
ent s
eque
nces
.a.
En
gage
and
orie
nt th
e re
ader
by
setti
ng o
ut a
pro
blem
, sit
uatio
n, o
r obs
erva
tion,
es
tabl
ishin
g on
e or
mul
tiple
po
int(
s) o
f vie
w, a
nd in
trod
ucin
g a
narr
ator
and
/or c
hara
cter
s;
crea
te a
smoo
th p
rogr
essio
n of
ex
perie
nces
or e
vent
s.b.
U
se n
arra
tive
tech
niqu
es, s
uch
as d
ialo
gue,
pa
cing
, des
crip
tion,
refle
ction
, an
d m
ultip
le p
lot l
ines
, to
deve
lop
expe
rienc
es, e
vent
s,
and/
or c
hara
cter
s.
EEW
.9-1
0.3.
Sel
ect a
n ev
ent o
r pe
rson
al e
xper
ienc
e an
d w
rite
abou
t it.
a-b.
In
trod
uce
an e
xper
ienc
e or
situ
ation
, at l
east
one
ch
arac
ter,
and
desc
ribe
mul
tiple
ev
ents
in se
quen
ce.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.3.
a-b.
Intr
oduc
e an
exp
erie
nce
or si
tuati
on a
nd d
escr
ibe
it in
clud
ing
mul
tiple
ch
arac
ters
and
eve
nts i
n se
quen
ce.
Ex. W
rite
a st
ory
abou
t a v
acati
on in
clud
ing
the
peop
le w
ho w
ent (
e.g.
, Mom
and
Dad
and
m
e w
ent t
o th
e m
ontu
ns [m
ount
ains
]) an
d se
vera
l eve
nts (
e.g.
, We
see
deer
. W
e rid
e up
. W
e rid
e do
wn.
).Ex
. Writ
e ab
out a
n ac
tivity
that
hap
pene
d aft
er sc
hool
incl
udin
g th
e na
mes
of t
he
stud
ents
invo
lved
and
mul
tiple
eve
nts i
n se
quen
ce.
Ex. A
fter r
eadi
ng a
nd d
iscus
sing
a no
n-fic
tion
text
, writ
e a
sum
mar
y ab
out a
n ev
ent (
e.g.
, m
ount
ains
), th
e sit
uatio
n (e
rosio
n), t
he a
ctor
s (w
ind
and
wat
er),
the
actio
ns (w
ind
blow
s,
wat
er ru
ns, m
ount
ains
cha
nge)
.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.3.
a-b.
Intr
oduc
e an
exp
erie
nce
or si
tuati
on, a
t lea
st o
ne c
hara
cter
, and
des
crib
e m
ultip
le e
vent
s in
sequ
ence
.Ex
. Writ
e a
stor
y ab
out a
vac
ation
(e.g
., W
e w
ent t
o th
e m
ontu
ns [m
ount
ains
]) an
d se
vera
l ev
ents
(e.g
., W
e se
e de
er.
We
ride
up.
We
ride
dow
n.).
Ex. W
rite
abou
t an
even
t tha
t hap
pene
d aft
er sc
hool
incl
udin
g m
ultip
le e
vent
s (e.
g., I
go
prac
tis [p
racti
ce].
Sin
g. D
ans [
danc
e]).
Ex. A
fter r
eadi
ng a
nd d
iscus
sing
a no
n-fic
tion
text
, gen
erat
e gr
oup
note
s in
visu
al p
lann
ing
softw
are,
con
vert
thos
e vi
sual
not
es in
to a
writt
en o
utlin
e in
the
softw
are,
and
exp
and
thos
e no
tes i
nto
a su
mm
ary
abou
t an
even
t (e.
g., m
ount
ains
), th
e sit
uatio
n (e
rosio
n), t
he
acto
rs (w
ind
and
wat
er),
the
actio
ns (w
ind
blow
s, w
ater
runs
, mou
ntai
ns c
hang
e).
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
3.a-
b. In
trod
uce
an e
xper
ienc
e or
situ
ation
and
incl
ude
at le
ast o
ne c
hara
cter
or
even
t.Ex
. Writ
e ab
out v
acati
on w
riting
, We
go to
the
mon
tuns
[mou
ntai
ns].
Ex. W
rite
abou
t an
even
t tha
t hap
pene
d aft
er sc
hool
(e.g
., I g
o si
ng.)
Ex. A
fter r
eadi
ng a
nd d
iscus
sing
a no
n-fic
tion
text
, ide
ntify
key
act
ors a
nd e
vent
s fro
m a
lis
t on
an in
tera
ctive
whi
tebo
ard,
and
writ
e a
sum
mar
y us
ing
a te
mpl
ate
(e.g
., Th
is te
xt is
ab
out <
even
t>.
The
win
d an
d w
ater
<di
d w
hat t
wo
thin
gs>
and
<wha
t hap
pene
d to
the
mou
ntai
ns>.
).
Leve
l I A
A S
tude
nts
will
:Ex
. Use
wor
d pr
edic
tion
softw
are
and
teac
her s
uppo
rt a
nd g
uida
nce
(e.g
., Th
e te
ache
r as
ks, “
Whe
re d
id y
ou g
o? W
hat d
id y
ou se
e? H
ear?
Do?
”) to
writ
e ab
out g
oing
to th
e m
ount
ains
, sel
ectin
g pi
ctur
es o
f the
peo
ple
who
wen
t (m
om, d
ad, m
e), a
nd th
e ev
ents
(d
eer,
chai
r lift
, eat
, TV)
.Ex
. Use
wor
ds o
r sym
bols
prov
ided
by
the
teac
her t
o w
rite
abou
t dai
ly e
vent
s.Ex
. Afte
r see
ing
a ph
oto
from
a fi
eld
trip
, use
a m
ulti-
mes
sage
dev
ice
to c
omm
unic
ate
abou
t the
exp
erie
nce
(Go
farm
. H
appy
.), w
hich
the
teac
her w
ill w
rite
belo
w th
e ph
oto
and
read
alo
ud a
s the
stud
ent o
bser
ves.
English Language Arts | Grades 9-12 33
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Use
a v
arie
ty o
f te
chni
ques
to se
quen
ce e
vent
s so
that
they
bui
ld o
n on
e an
othe
r to
crea
te a
coh
eren
t w
hole
.
EEW
.9-1
0.3.
c. N
/A
d.
Use
pre
cise
wor
ds a
nd
phra
ses,
telli
ng d
etai
ls, a
nd
sens
ory
lang
uage
to c
onve
y a
vivi
d pi
ctur
e of
the
expe
rienc
es,
even
ts, s
etting
, and
/or
char
acte
rs.
EEW
.9-1
0.3.
d. N
/A
e.
Prov
ide
a co
nclu
sion
that
follo
ws f
rom
and
refle
cts o
n w
hat i
s exp
erie
nced
, obs
erve
d,
or re
solv
ed o
ver t
he c
ours
e of
th
e na
rrati
ve.
EEW
.9-1
0.3.
e. N
/A
34 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Prod
ucti
on a
nd D
istr
ibuti
on o
f W
riti
ng.
W.9
-10.
4. P
rodu
ce c
lear
and
co
here
nt w
riting
in w
hich
the
deve
lopm
ent,
orga
niza
tion,
and
st
yle
are
appr
opria
te to
task
, pu
rpos
e, a
nd a
udie
nce.
(Gr
ade-
spec
ific
expe
ctati
ons f
or w
riting
ty
pes a
re d
efine
d in
stan
dard
s 1–
3 ab
ove.
)
EEW
.9-1
0.4.
Pro
duce
writi
ng
that
is a
ppro
pria
te to
a p
artic
ular
ta
sk, p
urpo
se, a
nd a
udie
nce.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.4.
Pro
duce
coh
eren
t writi
ng th
at is
com
plet
e an
d ap
prop
riate
to a
par
ticul
ar
task
, pur
pose
, and
aud
ienc
e.Ex
. Writ
e di
recti
ons i
n se
quen
ce to
do
a pa
rticu
lar t
ask.
Ex. M
ake
a lis
t of t
hing
s to
asse
mbl
e th
at w
ill b
e ne
eded
for a
cla
ss p
roje
ct.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.4.
Pro
duce
writi
ng th
at is
app
ropr
iate
to a
par
ticul
ar ta
sk, p
urpo
se, o
r aud
ienc
e.Ex
. Mak
e a
list o
f thi
ngs t
o pa
ck fo
r a tr
ip u
sing
a ta
lkin
g w
ord
proc
esso
r with
wor
d pr
edic
tion
softw
are.
Ex. M
ake
a lis
t of t
hree
or f
our s
teps
nee
ded
to c
ompl
ete
a ta
sk b
y re
spon
ding
to
ques
tions
in g
raph
ic o
rgan
izer s
oftw
are
(e.g
., Li
st a
ll th
e th
ings
you
did
. W
hat d
id y
ou d
o fir
st?
Wha
t did
you
do
next
? W
hat w
as th
e la
st th
ing
you
did?
), w
hich
is th
en c
onve
rted
to
text
out
line
and
impo
rted
into
talk
ing
wor
d pr
oces
sor,
whe
re st
uden
ts e
xpan
ds o
n th
e no
tes a
nd c
heck
s acc
urac
y.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
4. W
ith g
uida
nce
and
supp
ort,
prod
uce
writi
ng th
at is
app
ropr
iate
to th
e ta
sk,
purp
ose,
or a
udie
nce.
Ex. U
se a
wor
d/pi
ctur
e ba
nk p
roje
cted
on
an in
tera
ctive
whi
tebo
ard
com
bine
d w
ith
spel
ling
to m
ake
a lis
t of t
hing
s to
pack
for a
trip
.Ex
. Use
a se
t of g
uide
lines
, wor
d pr
edic
tion
softw
are,
and
a ta
lkin
g w
ord
proc
esso
r to
writ
e a
lette
r with
of a
pplic
ation
with
an
intr
oduc
tion,
bod
y, a
nd a
clo
sing.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
4. W
ith g
uida
nce
and
supp
ort,
writ
e.Ex
. Use
a k
eybo
ard
to ty
pe le
tters
inte
racti
vely
with
a p
eer w
ho p
rovi
des a
mod
el b
y w
riting
con
venti
onal
ly b
ut si
mpl
y.Ex
. Use
a m
ultip
le m
essa
ge v
oice
out
put d
evic
e in
terf
aced
with
a c
ompu
ter a
nd h
elp
from
an
adu
lt w
ho n
avig
ates
to th
e de
sired
pag
e to
mak
e a
list o
f fre
e ch
oice
acti
vitie
s and
then
ty
pes l
etter
-by-
lette
r abo
ut e
ach
activ
ity.
English Language Arts | Grades 9-12 35
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
5. D
evel
op a
nd
stre
ngth
en w
riting
as n
eede
d by
pla
nnin
g, re
visin
g,
editi
ng, r
ewriti
ng, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on a
ddre
ssin
g w
hat i
s mos
t sig
nific
ant f
or a
spec
ific
purp
ose
and
audi
ence
.
EEW
.9-1
0.5.
Dev
elop
writi
ng
by p
lann
ing
and
revi
sing
own
writi
ng b
y ad
ding
mor
e in
form
ation
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.5.
Str
engt
hen
writi
ng b
y pl
anni
ng a
nd re
visin
g ow
n w
riting
and
add
ing
mor
e in
form
ation
Ex. G
iven
a to
pic
and
a sa
mpl
e br
ains
torm
ing
bubb
le, g
ener
ate
idea
s and
writ
e th
em
dow
n, th
en re
read
wha
t is w
ritten
and
add
one
mor
e de
tail.
Ex. D
evel
op o
utlin
e be
fore
beg
inni
ng th
e w
riting
pro
cess
(top
ic, t
hree
det
ails,
con
clus
ion)
an
d us
e it
to w
rite,
seek
pee
r fee
dbac
k, a
nd th
en a
dd to
the
outli
ne b
ased
on
feed
back
pr
ovid
ed.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.5.
Dev
elop
writi
ng b
y pl
anni
ng a
nd re
visin
g ow
n w
riting
by
addi
ng m
ore
info
rmati
on.
Ex. G
iven
a to
pic
and
a sa
mpl
e br
ains
torm
ing
bubb
le, g
ener
ate
idea
s and
writ
e th
em
dow
n, th
en re
read
wha
t is w
ritten
and
add
one
mor
e de
tail.
Ex. U
sing
a qu
estio
n fr
amew
ork
(e.g
., 5
W’s
and
an H
) in
grap
hic
orga
nize
r soft
war
e, ta
ke
turn
s ent
erin
g in
form
ation
into
the
orga
nize
r, se
ek a
noth
er p
eer p
artn
er g
roup
’s fe
edba
ck,
and
then
add
to th
e ou
tline
.Ex
. Afte
r rea
ding
a sc
ienc
e te
xt, w
ork
with
a c
lass
mat
e to
take
not
es in
gra
phic
org
anize
r so
ftwar
e, c
onve
rt th
e gr
aphi
c re
pres
enta
tion
into
an
outli
ne, a
nd u
se w
ord
pred
ictio
n so
ftwar
e w
ith a
spec
ific
topi
c di
ction
ary
to c
ompl
ete
the
L co
lum
n of
a K
WL
char
t, sh
are
it w
ith a
noth
er p
air o
f cla
ssm
ates
, and
revi
se b
ased
on
thei
r fee
dbac
k.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, dev
elop
writi
ng b
y pl
anni
ng a
nd re
visin
g ow
n w
riting
by
addi
ng m
ore
info
rmati
on.
Ex. A
fter s
harin
g w
riting
with
pee
rs, w
ork
with
pee
rs to
bra
inst
orm
idea
s to
add.
Pee
rs
writ
e al
l of t
he id
eas i
n a
list a
nd g
ive
it to
the
stud
ent t
o us
e in
revi
sing
and
addi
ng m
ore
info
rmati
on to
impr
ove
the
over
all q
ualit
y of
the
writi
ng.
Ex. W
ork
with
pee
rs to
pla
n a
writt
en re
port
of t
heir
rese
arch
pro
ject
. Ea
ch ta
kes t
urns
re
adin
g w
hat t
hey
have
to o
ne a
noth
er a
nd th
en th
e gr
oup
wor
ks to
geth
er to
add
idea
s to
a g
raph
ic o
rgan
izer p
rovi
ded
by th
e te
ache
r. F
inal
ly, th
e st
uden
t add
s ide
as fr
om th
e gr
aphi
c or
gani
zer t
o ow
n w
riting
to st
reng
then
it.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
5. W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, add
mor
e to
writi
ng to
cl
arify
mes
sage
.Ex
. Whe
n as
ked
by a
n ad
ult o
r pee
r to
add
mor
e, se
lect
add
ition
al le
tters
or w
ords
to a
dd
to th
e ov
eral
l mes
sage
.Ex
. With
teac
her g
uida
nce
and
supp
ort a
nd u
sing
wor
d pr
edic
tion
softw
are
(e.g
., Th
e te
ache
r ask
s, “
Wha
t sou
nd d
o yo
u he
ar a
t the
beg
inni
ng o
f cat
?”),
and
a ta
lkin
g w
ord
proc
esso
r (e.
g., T
he te
ache
r say
s, “
It sa
id c
ar.
I tho
ught
you
wer
e tr
ying
to w
rite
cat.
W
hat c
an w
e ch
ange
to m
ake
it sa
y ca
t?”)
, lab
el fa
mili
ar p
ictu
res f
rom
a fa
vorit
e te
xt.
36 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
6. U
se te
chno
logy
, in
clud
ing
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
indi
vidu
al o
r sha
red
writi
ng
prod
ucts
, tak
ing
adva
ntag
e of
te
chno
logy
’s ca
paci
ty to
link
to
oth
er in
form
ation
and
to
disp
lay
info
rmati
on fl
exib
ly a
nd
dyna
mic
ally.
EEW
.9-1
0.6.
Use
tech
nolo
gy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
divi
dual
or s
hare
d w
riting
pr
oduc
ts.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.6.
Use
tech
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
indi
vidu
al w
riting
pro
duct
s.Ex
. Use
tech
nolo
gy to
upd
ate,
edi
t, an
d re
vise
a p
iece
of o
wn
writi
ng.
Ex. U
se a
talk
ing
wor
d pr
oces
sor t
o lis
ten
to fi
rst d
raft
and
deci
de w
hat i
nfor
mati
on to
ad
d, sp
ell c
heck
and
gra
mm
ar c
heck
to e
dit,
and
then
exp
ort d
igita
l dra
ft to
cla
ss w
iki.
Ex. H
avin
g pu
blish
ed a
dra
ft in
a d
igita
l writi
ng e
nviro
nmen
t (e.
g., w
ebsit
e, w
iki,
blog
), re
view
com
men
ts o
f cla
ssm
ates
abo
ut th
e dr
aft, d
ownl
oad
it to
a ta
lkin
g w
ord
proc
esso
r w
ith w
ord
pred
ictio
n so
ftwar
e, re
vise
it b
ased
on
the
feed
back
, and
upl
oad
back
to th
e di
gita
l writi
ng e
nviro
nmen
t.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.6.
Use
tech
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
indi
vidu
al o
r sha
red
writi
ng p
rodu
cts.
Ex. U
se te
chno
logy
to a
dd a
sent
ence
in a
n el
ectr
onic
shar
ed w
riting
pro
duct
.Ex
. Add
wor
ds to
sent
ence
s in
an e
lect
roni
c sh
ared
writi
ng p
rodu
ct.
Ex. U
se o
nlin
e co
mm
unic
ation
softw
are
to te
xt m
essa
ge w
ith a
n e-
budd
y in
ano
ther
cl
assr
oom
or s
choo
l.Ex
. Rec
ord
daily
acti
vitie
s on
a bl
og th
at is
shar
ed w
ith p
aren
ts in
stea
d of
a tr
aditi
onal
ho
me-
scho
ol n
oteb
ook.
Ex. N
avig
ate
the
Inte
rnet
usin
g sc
reen
read
er so
ftwar
e, id
entif
y in
form
ation
abo
ut th
e se
lect
ed to
pic,
use
the
info
rmati
on to
writ
e us
ing
a ta
lkin
g w
ord
proc
esso
r with
an
alte
rnati
ve k
eybo
ard,
and
shar
e w
hat w
as le
arne
d w
ith c
lass
mat
es.
Ex. U
se a
teac
her-c
reat
ed o
r tea
cher
-iden
tified
web
site
to le
arn
abou
t a to
pic
with
a p
eer,
take
not
es w
ith th
e pe
er in
gra
phic
org
anize
r soft
war
e, c
onve
rt th
e gr
aphi
c or
gani
zer t
o an
ou
tline
, and
co-
auth
or a
sum
mar
y.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
6. W
ith g
uida
nce
and
supp
ort,
use
tech
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
shar
ed w
riting
pro
duct
s.Ex
. Afte
r rev
iew
ing
and
disc
ussin
g a
shar
ed w
riting
pro
duct
, add
wor
ds to
sent
ence
s in
the
elec
tron
ic sh
ared
writi
ng p
rodu
ct.
Ex. H
avin
g se
nt a
n e-
mai
l to
an a
dult,
read
thei
r res
pons
e se
ekin
g ad
ditio
nal i
nfor
mati
on
or c
larifi
catio
n, a
nd w
rite
a ne
w e
-mai
l to
addr
ess t
he re
ques
t.Ex
. Use
an
alte
rnati
ve k
eybo
ard
prog
ram
med
with
the
day’
s acti
vitie
s and
som
e co
mm
ents
to w
rite
an e
ntry
on
a bl
og th
at is
shar
ed w
ith p
aren
ts in
stea
d of
a h
ome-
scho
ol n
oteb
ook.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
6. W
ith g
uida
nce
and
supp
ort,
use
tech
nolo
gy to
writ
e.Ex
. Use
a k
eybo
ard
to ty
pe le
tters
and
wor
ds in
tera
ctive
ly w
ith a
pee
r or a
n ad
ult w
ho
type
s sim
ple,
con
venti
onal
ly sp
elle
d m
essa
ges.
Ex. U
se a
key
boar
d pr
ogra
mm
ed fo
r onl
y al
phab
et le
tters
and
a sp
ace
bar,
wor
d pr
edic
tion
softw
are,
and
a ta
lkin
g w
ord
proc
esso
r with
a p
eer m
odel
to ta
ke tu
rns t
ypin
g te
xt
mes
sage
s to
one
anot
her.
English Language Arts | Grades 9-12 37
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Rese
arch
to B
uild
and
Pre
sent
Kn
owle
dge.
W.9
-10.
7. C
ondu
ct sh
ort a
s wel
l as
mor
e su
stai
ned
rese
arch
pr
ojec
ts to
ans
wer
a q
uesti
on
(incl
udin
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; na
rrow
or b
road
en th
e in
quiry
w
hen
appr
opria
te; s
ynth
esize
m
ultip
le so
urce
s on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of
the
subj
ect u
nder
inve
stiga
tion.
EEW
.9-1
0.7.
Con
duct
shor
t re
sear
ch p
roje
cts t
o an
swer
qu
estio
ns p
osed
by
self
and
othe
rs u
sing
mul
tiple
sour
ces o
f in
form
ation
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.7
Cond
uct s
hort
rese
arch
pro
ject
s to
answ
er q
uesti
ons p
osed
by
self
and
othe
rs
usin
g m
ultip
le so
urce
s of i
nfor
mati
on.
Ex. I
nter
act w
ith a
var
iety
of w
ebsit
es u
sing
a sc
reen
read
er to
acc
ess t
he in
form
ation
in
orde
r to
answ
er a
que
stion
pos
ed b
y th
e te
ache
r and
gen
erat
e tw
o qu
estio
ns o
f his
or h
er
own.
Ex. C
ompl
ete
the
K an
d W
col
umn
of a
KW
L ch
art o
n a
parti
cula
r inf
orm
ation
al to
pic,
and
th
en v
isit a
var
iety
of w
ebsit
es to
ans
wer
que
stion
s the
y po
sed
in th
e W
col
umn
and
take
no
tes i
n th
e L
colu
mn
as th
ey d
o so
.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.7.
Con
duct
shor
t res
earc
h pr
ojec
ts to
ans
wer
que
stion
s pos
ed b
y se
lf an
d ot
hers
usin
g m
ultip
le so
urce
s of i
nfor
mati
on.
Ex. I
nter
act w
ith tw
o w
ebsit
es u
sing
a sc
reen
read
er to
acc
ess t
he in
form
ation
in o
rder
to
answ
er a
que
stion
pos
ed b
y th
e te
ache
r and
to g
ener
ate
two
ques
tions
.Ex
. Com
plet
e th
e K
and
W c
olum
n of
a K
WL
char
t on
a pa
rticu
lar i
nfor
mati
onal
topi
c, a
nd
then
visi
t tw
o w
ebsit
es to
ans
wer
que
stion
s the
y po
sed
in th
e W
col
umn
and
take
not
es in
th
e L
colu
mn
as th
ey d
o so
.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er q
uesti
ons u
sing
one
or m
ore
sour
ces o
f inf
orm
ation
.Ex
. Giv
en a
que
stion
and
text
pos
ted
on a
n in
tera
ctive
whi
tebo
ard,
rese
arch
to fi
nd th
e an
swer
to a
que
stion
afte
r a p
eer r
eads
the
ques
tion
alou
d an
d di
scus
ses i
t with
the
stud
ent b
efor
e re
adin
g th
e te
xt a
loud
to fi
nd th
e an
swer
.Ex
. Rea
d or
list
en to
secti
ons o
f a b
ook
abou
t wat
er h
ighl
ight
ed b
y a
peer
or t
each
er, a
nd
then
use
hig
hlig
hted
info
rmati
on to
writ
e an
ans
wer
to a
que
stion
(e.g
., “W
here
is m
ost o
f th
e w
ater
on
eart
h?”
Wat
er in
osh
un [o
cean
].).
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
7. W
ith g
uida
nce
and
supp
ort,
answ
er q
uesti
ons b
ased
on
a te
xt o
r oth
er
sour
ces o
f inf
orm
ation
.Ex
. With
gui
danc
e an
d su
ppor
t, an
swer
a y
es o
r no
ques
tion
abou
t an
expe
rienc
e de
scrib
ed in
a te
xt th
ey h
ave
auth
ored
usin
g w
ord
pred
ictio
n so
ftwar
e w
ith a
topi
c-sp
ecifi
c di
ction
ary.
Ex. W
ith g
uida
nce
and
supp
ort,
answ
er m
ultip
le-c
hoic
e qu
estio
ns a
bout
info
rmati
on
prov
ided
in a
text
that
they
hav
e co
-aut
hore
d w
ith a
pee
r abo
ut a
favo
rite
scho
ol a
ctivi
ty.
Ex. U
se w
ord
pred
ictio
n so
ftwar
e to
ans
wer
que
stion
s abo
ut a
n ill
ustr
ation
from
a fa
vorit
e te
xt in
sert
ed in
a d
igita
l doc
umen
t, an
d, if
spel
ling
is un
clea
r, an
swer
yes
or n
o qu
estio
ns
abou
t the
ir an
swer
.
38 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
8. G
athe
r rel
evan
t in
form
ation
from
mul
tiple
au
thor
itativ
e pr
int a
nd d
igita
l so
urce
s, u
sing
adva
nced
se
arch
es e
ffecti
vely
; ass
ess t
he
usef
ulne
ss o
f eac
h so
urce
in
answ
erin
g th
e re
sear
ch q
uesti
on;
inte
grat
e in
form
ation
into
the
text
sele
ctive
ly to
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m
and
follo
win
g a
stan
dard
form
at
for c
itatio
n.
EEW
.9-1
0.8.
Sel
ect i
nfor
mati
on
from
mul
tiple
sour
ces a
nd u
se
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.8.
Sel
ect i
nfor
mati
on, i
nclu
ding
quo
tes,
from
mul
tiple
sour
ces a
nd u
se th
e in
form
ation
to w
rite
answ
ers t
o re
sear
ch q
uesti
ons.
Ex. G
iven
a to
pic,
a c
olle
ction
of b
ookm
arke
d w
ebsit
es, a
nd a
set o
f gui
ding
que
stion
s,
sele
ct in
form
ation
abo
ut th
e to
pic
and
use
the
info
rmati
on to
ans
wer
que
stion
s usin
g di
rect
quo
tes f
rom
the
web
sites
.Ex
. Giv
en a
pro
blem
and
boo
kmar
ked
web
sites
, use
at l
east
two
sour
ces t
o sh
ow a
so
lutio
n to
the
prob
lem
.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.8.
Sel
ect i
nfor
mati
on fr
om m
ultip
le so
urce
s and
use
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
use
a
scre
en re
ader
to re
ad th
e sit
es a
nd se
lect
info
rmati
on a
bout
the
topi
c. T
hen,
use
the
info
rmati
on to
ans
wer
que
stion
s.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
8. W
ith g
uida
nce
and
supp
ort,
sele
ct in
form
ation
from
mul
tiple
sour
ces a
nd u
se
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
na
viga
te to
eac
h sit
e an
d co
py/p
aste
info
rmati
on to
ans
wer
the
ques
tions
.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
na
viga
te to
eac
h sit
e, li
sten
and
read
the
info
rmati
on w
ith a
scre
en re
ader
, and
use
wor
d pr
edic
tion
softw
are
with
a ta
lkin
g w
ord
proc
esso
r to
writ
e th
eir a
nsw
ers.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
8. W
ith g
uida
nce
and
supp
ort,
use
info
rmati
on fr
om o
ne so
urce
to a
nsw
er a
qu
estio
n.Ex
. Giv
en a
gui
ding
que
stion
, use
a si
ngle
mes
sage
voi
ce o
utpu
t com
mun
icati
on d
evic
e to
say,
“Tha
t’s it
” w
hen
the
teac
her r
eads
som
ethi
ng fr
om a
teac
her-s
elec
ted
text
that
an
swer
s the
que
stion
.Ex
. With
teac
her g
uida
nce
and
supp
ort a
s nee
ded
with
any
of t
he st
eps:
giv
en a
topi
c, a
sin
gle
book
mar
ked
web
site,
a w
hat o
r whe
re q
uesti
on, u
se a
scre
en re
ader
to li
sten
to
and
read
the
info
rmati
on a
t the
site
, and
use
wor
d pr
edic
tion
softw
are
with
a ta
lkin
g w
ord
proc
esso
r and
ada
pted
key
boar
d pr
esen
ting
only
alp
habe
t lett
ers,
spac
e ba
r, an
d a
perio
d,
writ
e an
ans
wer
.
English Language Arts | Grades 9-12 39
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.9
-10.
9. D
raw
evi
denc
e fr
om
liter
ary
or in
form
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd
rese
arch
.a.
Ap
ply
grad
es 9
–10
Read
ing
stan
dard
s to
liter
atur
e (e
.g.,
“Ana
lyze
how
an
auth
or
draw
s on
and
tran
sfor
ms s
ourc
e m
ater
ial i
n a
spec
ific
wor
k [e
.g.,
how
Sha
kesp
eare
trea
ts a
them
e or
topi
c fr
om O
vid
or th
e Bi
ble
or h
ow a
late
r aut
hor d
raw
s on
a pl
ay b
y Sh
akes
pear
e]”)
.
EEW
.9-1
0.9.
Use
info
rmati
on
from
lite
rary
and
info
rmati
onal
te
xt to
supp
ort w
riting
.a.
Ap
ply
Esse
ntial
El
emen
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
lite
ratu
re (e
.g.,
“Ide
ntify
whe
n an
aut
hor
has d
raw
n up
on o
r inc
lude
d re
fere
nces
to a
noth
er te
xt.”)
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.9.
a. A
pply
Ess
entia
l Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
lite
ratu
re
(e.g
., “D
eter
min
e ho
w a
n au
thor
has
dra
wn
upon
or i
nclu
ded
refe
renc
es to
ano
ther
te
xt.”)
.Ex
. Afte
r rea
ding
to d
eter
min
e ho
w a
n au
thor
has
rela
ted
info
rmati
on fr
om a
pre
viou
s bo
ok in
a se
ries t
o a
late
r boo
k in
the
sam
e se
ries,
writ
e ab
out i
t.Ex
. Afte
r rea
ding
to d
eter
min
e ho
w in
form
ation
from
one
aut
hor’s
text
is fo
und
in a
noth
er
auth
or’s
text
, writ
e ab
out i
t.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.9.
a. A
pply
Ess
entia
l Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
lite
ratu
re
(e.g
., “I
denti
fy w
hen
an a
utho
r ref
eren
ces o
ne te
xt to
ano
ther
text
.”).
Ex. A
fter r
eadi
ng to
iden
tify
whe
n an
aut
hor h
as d
raw
n up
on a
noth
er te
xt, w
rite
abou
t th
e te
xt th
at w
as d
raw
n up
on.
Ex. A
fter r
eadi
ng tw
o st
orie
s on
simila
r top
ics,
writ
e th
e pa
rts o
f the
text
s tha
t are
the
sam
e.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
9.a.
With
gui
danc
e an
d su
ppor
t, ap
ply
Esse
ntial
Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
lite
ratu
re (e
.g.,
“Ide
ntify
whe
n an
aut
hor r
efer
ence
s one
text
to
anot
her t
ext.”
).Ex
. Afte
r rea
ding
two
stor
ies o
n sim
ilar t
opic
s, u
sing
teac
her g
uida
nce
and
supp
ort a
s ne
eded
, writ
e th
e pa
rts o
f the
text
s tha
t are
the
sam
e us
ing
wor
d pr
edic
tion
softw
are
and
a ta
lkin
g w
ord
proc
esso
r.Ex
. Giv
en tw
o st
orie
s abo
ut th
e sa
me
char
acte
r (e.
g., t
wo
cultu
ral r
epre
sent
ation
s of t
he
Cind
erel
la st
ory)
, writ
e ab
out w
hat i
s the
sam
e ab
out t
he c
hara
cter
in b
oth
stor
ies u
sing
teac
her g
uida
nce
and
supp
ort a
s nee
ded,
wor
d pr
edic
tion
softw
are,
and
a ta
lkin
g w
ord
proc
esso
r.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
9.a.
With
gui
danc
e an
d su
ppor
t fro
m a
dults
and
pee
rs, p
artic
ipat
e in
shar
ed
writi
ng a
ctivi
ties t
hat a
pply
Ess
entia
l Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
lit
erat
ure
(e.g
., “I
denti
fy w
hen
an a
utho
r ref
eren
ces o
ne te
xt to
ano
ther
text
.”).
Ex. A
fter r
eadi
ng tw
o ve
ry b
asic
text
s on
simila
r top
ics,
indi
cate
“sam
e” o
r “di
ffere
nt”
as
the
teac
her d
ispla
ys tw
o pa
ges,
focu
sing
first
on
the
illus
trati
ons a
nd la
ter o
n th
e te
xt
cont
ent,
and
the
teac
her a
dds t
he re
spon
ses t
o a
char
t.Ex
. Afte
r list
enin
g to
an
e-bu
ddy
read
alo
ud a
sim
ple
text
ove
r Int
erne
t vid
eoco
nfer
enci
ng,
exch
ange
e-m
ails
in w
hich
the
e-bu
ddy
incl
udes
refe
renc
es o
r quo
tes i
n ea
ch m
essa
ge,
and
the
stud
ent i
denti
fies i
t with
teac
her g
uida
nce
and
supp
ort,
and
usin
g w
ord
pred
ictio
n so
ftwar
e an
d a
talk
ing
wor
d pr
oces
sor t
ypes
a m
essa
ge in
dica
ting
the
text
line
an
d pa
ge o
f the
refe
renc
e or
quo
te a
nd a
com
men
t abo
ut it
.
40 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
b.
Appl
y gr
ades
9–1
0 Re
adin
g st
anda
rds t
o lit
erar
y no
nficti
on (e
.g.,
“Del
inea
te
and
eval
uate
the
argu
men
t an
d sp
ecifi
c cl
aim
s in
a te
xt,
asse
ssin
g w
heth
er th
e re
ason
ing
is va
lid a
nd th
e ev
iden
ce is
re
leva
nt a
nd su
ffici
ent;
iden
tify
false
stat
emen
ts a
nd fa
llaci
ous
reas
onin
g”).
EEW
.9-1
0.9.
b. A
pply
Ess
entia
l El
emen
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
info
rmati
onal
text
(e
.g.,
“Del
inea
te st
atem
ents
that
su
ppor
t an
argu
men
t.”).
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.9-1
0.9.
b. A
pply
Ess
entia
l Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
info
rmati
onal
te
xt (e
.g.,
“Use
evi
denc
e an
d st
atem
ents
to su
ppor
t an
argu
men
t.”).
Ex. W
rite
answ
ers t
o qu
estio
ns a
bout
whe
ther
key
det
ails
supp
ort t
he c
entr
al id
ea o
r cl
aim
of a
n au
thor
in th
e te
xt.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.9-1
0.9.
b. A
pply
Ess
entia
l Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
info
rmati
onal
te
xt (e
.g.,
“Del
inea
te st
atem
ents
that
supp
ort a
n ar
gum
ent.”
)Ex
. Rea
d a
text
to d
eter
min
e w
hich
cla
ims a
re fa
ct a
nd th
en m
ake
a lis
t of t
hose
fact
s.Ex
. Rea
d a
book
to d
eter
min
e th
e au
thor
’s po
int o
f vie
w a
nd th
en w
rite
sele
cted
phr
ases
fr
om th
e te
xt th
at su
ppor
t it.
Ex. C
ompl
ete
the
L co
lum
n of
a K
WL
char
t, an
swer
ing
ques
tions
they
pos
ed w
ith te
xt
evid
ence
, noti
ng th
e pa
ge w
here
ans
wer
s wer
e fo
und.
Leve
l II A
A S
tude
nts
will
:EE
W.9
-10.
9.b.
With
gui
danc
e an
d su
ppor
t, ap
ply
Esse
ntial
Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
info
rmati
onal
text
(e.g
., “D
elin
eate
stat
emen
ts th
at su
ppor
t an
argu
men
t.”).
Ex. R
ead
a te
xt w
ith th
e te
ache
r and
a sm
all g
roup
to d
eter
min
e w
hich
cla
ims a
re fa
ct a
nd
then
wor
k w
ith th
e gr
oup
to w
rite
a lis
t of t
hose
fact
s.Ex
. Afte
r rea
ding
a b
ook
with
an
adul
t to
dete
rmin
e th
e au
thor
’s po
int o
f vie
w, d
iscus
s the
po
int o
f vie
w a
nd w
rite
abou
t the
fact
s fro
m th
e co
nver
satio
n w
hile
the
teac
her h
elps
the
stud
ent r
ecal
l the
fact
s.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
9.b.
With
gui
danc
e an
d su
ppor
t, pa
rtici
pate
in g
roup
writi
ng a
ctivi
ties a
pply
ing
Esse
ntial
Ele
men
ts o
f Gra
de 9
-10
Read
ing
Stan
dard
s to
info
rmati
onal
text
(e.g
., “D
elin
eate
st
atem
ents
that
supp
ort a
n ar
gum
ent.”
).Ex
. Use
voi
ce o
utpu
t com
mun
icati
on d
evic
es to
inte
ract
with
pee
rs d
urin
g co
llabo
rativ
e w
riting
pro
ject
s, a
skin
g th
em to
read
alo
ud a
nd p
oint
to te
xt a
s the
y do
so, a
nd in
dica
ting
“yes
” or
“no
” to
kee
p th
e in
form
ation
in th
e te
xt.
For “
no”
resp
onse
s, p
eers
will
def
end
evid
ence
with
text
refe
renc
es o
r elim
inat
e as
dire
cted
.Ex
. Use
a p
repr
ogra
mm
ed a
ltern
ative
key
boar
d to
con
trib
ute
to a
smal
l gro
up w
riting
pr
ojec
t.
English Language Arts | Grades 9-12 41
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Rang
e of
Writi
ng.
W.9
-10.
10. W
rite
routi
nely
ov
er e
xten
ded
time
fram
es
(tim
e fo
r res
earc
h, re
flecti
on,
and
revi
sion)
and
shor
ter ti
me
fram
es (a
sing
le si
tting
or a
day
or
two)
for a
rang
e of
task
s,
purp
oses
, and
aud
ienc
es.
EEW
.9-1
0.10
. Writ
e ro
utine
ly
over
tim
e fo
r a ra
nge
of ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
Leve
l IV
AA
Stu
dent
s w
ill:
Ex. U
sing
wor
d pr
edic
tion
softw
are
with
a to
pic-
spec
ific
dicti
onar
y an
d a
talk
ing
wor
d pr
oces
sor o
n th
e co
mpu
ter,
writ
e no
tes t
o th
e sc
hool
prin
cipa
l and
the
teac
her a
bout
an
upco
min
g ev
ent.
Ex. U
sing
wor
d pr
edic
tion
softw
are
with
a to
pic-
spec
ific
dicti
onar
y an
d a
talk
ing
wor
d pr
oces
sor,
com
plet
e a
shor
t res
earc
h re
port
and
then
revi
ew a
nd re
vise
it.
Ex. W
ith g
uida
nce
and
supp
ort,
writ
e la
bels
to g
o w
ith a
disp
lay
for a
gro
up re
sear
ch
proj
ect.
EEW
.9-1
0.10
. With
gui
danc
e an
d su
ppor
t, co
mm
unic
ate
routi
nely
for a
var
iety
of
purp
oses
and
aud
ienc
es.
Ex. A
fter s
hare
d re
adin
g of
an
info
rmati
onal
pas
sage
and
repe
ating
a w
ord
or p
hras
e fr
om th
e pa
ssag
e, u
se a
mul
tiple
mes
sage
voi
ce o
utpu
t dev
ice
and
mod
els f
rom
an
adul
t co
mm
unic
ation
par
tner
to m
ake
com
men
ts d
urin
g gr
oup
writi
ng p
roje
cts w
hich
are
w
ritten
on
a co
mm
ents
pag
e an
d re
ad a
loud
to th
e st
uden
t by
a pe
er.
Ex. A
fter s
hare
d re
adin
g of
an
info
rmati
onal
pas
sage
and
nod
ding
to a
gree
whe
n th
e te
ache
r rep
eats
a st
atem
ent f
rom
the
pass
age,
use
a m
ultip
le m
essa
ge v
oice
out
put
devi
ce w
ith a
pee
r who
hel
ps n
avig
ate
to th
e ap
prop
riate
pag
e to
giv
e fe
edba
ck to
pee
rs
who
are
shar
ing
thei
r writi
ng.
This
feed
back
is w
ritten
by
peer
s on
thei
r dra
fts a
nd re
ad
alou
d vi
a a
talk
ing
wor
d pr
oces
sor,
scre
en re
ader
, or a
pee
r to
the
stud
ent.
42 Common Core Essential Elements
Nin
th-T
enth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Sp
eaki
ng
an
d L
iste
nin
g
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Com
preh
ensi
on a
nd
Colla
bora
tion
.
SL.9
-10.
1. In
itiat
e an
d pa
rtici
pate
eff
ectiv
ely
in a
rang
e of
co
llabo
rativ
e di
scus
sions
(one
-on
-one
, in
grou
ps, a
nd te
ache
r-le
d) w
ith d
iver
se p
artn
ers o
n gr
ades
9–1
0 to
pics
, tex
ts, a
nd
issue
s, b
uild
ing
on o
ther
s’ id
eas
and
expr
essin
g th
eir o
wn
clea
rly
and
pers
uasiv
ely.
a.
Com
e to
disc
ussio
ns
prep
ared
, hav
ing
read
and
re
sear
ched
mat
eria
l und
er
stud
y; e
xplic
itly
draw
on
that
pr
epar
ation
by
refe
rrin
g to
ev
iden
ce fr
om te
xts a
nd o
ther
re
sear
ch o
n th
e to
pic
or is
sue
to
stim
ulat
e a
thou
ghtfu
l, w
ell-
reas
oned
exc
hang
e of
idea
s.
EESL
.9-1
0.1.
Initi
ate
and
parti
cipa
te in
col
labo
rativ
e di
scus
sions
.a.
Pr
epar
e fo
r disc
ussio
ns
by c
olle
cting
info
rmati
on o
n th
e to
pic.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
a. P
repa
re fo
r disc
ussio
ns b
y co
llecti
ng in
form
ation
on
the
topi
c an
d re
ferr
ing
to it
in th
e di
scus
sion.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, re
ad o
r list
en to
a te
xt o
r oth
er m
ultip
le m
edia
sour
ce
to c
reat
e a
list o
f fac
ts a
bout
an
assig
ned
topi
c, a
nd th
en re
fer t
o th
at li
st d
urin
g a
disc
ussio
n on
the
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
read
or l
isten
to a
text
on
a to
pic
and
high
light
im
port
ant i
nfor
mati
on, a
nd th
en re
fer t
o th
at h
ighl
ight
ed in
form
ation
dur
ing
a di
scus
sion
on th
e to
pic.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, p
repr
ogra
m in
form
ation
abo
ut a
topi
c on
a m
ultip
le
mes
sage
voi
ce o
utpu
t dev
ice
and
then
use
the
prep
rogr
amm
ed m
essa
ges d
urin
g a
disc
ussio
n.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
a. P
repa
re fo
r disc
ussio
ns b
y co
llecti
ng in
form
ation
on
the
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
read
or l
isten
to a
text
or o
ther
mul
tiple
med
ia so
urce
to
cre
ate
a lis
t of f
acts
abo
ut a
n as
signe
d to
pic.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, re
ad o
r list
en to
a te
xt o
n a
topi
c an
d hi
ghlig
ht
impo
rtan
t inf
orm
ation
.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
1.a.
Pre
pare
for d
iscus
sions
by
colle
cting
info
rmati
on o
n th
e to
pic
with
a g
roup
.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
wor
k w
ith a
pee
r or g
roup
of p
eers
read
ing
and/
or
liste
ning
to te
xt o
r oth
er m
ultip
le m
edia
sour
ces t
o cr
eate
a li
st o
f fac
ts a
bout
an
assig
ned
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
wor
k w
ith a
pee
r or g
roup
of p
eers
to re
ad w
ith te
xt
disp
laye
d on
an
inte
racti
ve w
hite
boar
d an
d hi
ghlig
ht th
e im
port
ant i
nfor
mati
on.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
1.a.
With
gui
danc
e an
d su
ppor
t, pr
epar
e fo
r a d
iscus
sion
by p
revi
ewin
g pr
e-st
ored
mes
sage
s and
then
shar
e th
ose
mes
sage
s dur
ing
the
disc
ussio
n.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
pra
ctice
sele
cting
four
diff
eren
t mes
sage
s fro
m a
m
ultip
le m
essa
ge v
oice
out
put d
evic
e pr
ogra
mm
ed b
y th
e te
ache
r, an
d th
en sh
are
the
mes
sage
s dur
ing
a di
scus
sion.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, p
revi
ew a
mes
sage
on
a sin
gle
mes
sage
voi
ce o
utpu
t de
vice
pro
gram
med
by
a pe
er b
y ac
tivati
ng th
e m
essa
ge a
nd a
ttend
ing
to th
e pe
er’s
expl
anati
on, a
nd th
en a
ctiva
te th
e m
essa
ge d
urin
g th
e en
suin
g gr
oup
disc
ussio
n.
English Language Arts | Grades 9-12 43
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
b.
Wor
k w
ith p
eers
to se
t ru
les f
or c
olle
gial
disc
ussio
ns a
nd
deci
sion-
mak
ing
(e.g
., in
form
al
cons
ensu
s, ta
king
vot
es o
n ke
y iss
ues,
pre
sent
ation
of a
ltern
ate
view
s), c
lear
goa
ls an
d de
adlin
es,
and
indi
vidu
al ro
les a
s nee
ded.
EESL
.9-1
0.1.
b. W
ork
with
pee
rs
to se
t rul
es fo
r disc
ussio
ns.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
b. W
ork
with
pee
rs to
set r
ules
for d
iscus
sions
and
follo
w th
ose
rule
s dur
ing
the
disc
ussio
n.Ex
. Con
trib
ute
own
idea
s (e.
g., t
ake
turn
s) d
urin
g a
disc
ussio
n of
gro
up ru
les,
agr
ee u
pon
the
rule
s the
gro
up d
ecid
es, a
nd th
en fo
llow
the
rule
s dur
ing
the
ensu
ing
disc
ussio
n.Ex
. Wor
k w
ith p
eers
to se
lect
rule
s the
y w
ill fo
llow
from
a li
st o
f pos
sibili
ties,
and
then
fo
llow
thos
e ru
les d
urin
g th
e di
scus
sion.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
b. W
ork
with
pee
rs to
set r
ules
for d
iscus
sions
.Ex
. Con
trib
ute
own
idea
s (e.
g., t
ake
turn
s) d
urin
g a
disc
ussio
n of
gro
up ru
les,
agr
ee u
pon
the
rule
s the
gro
up d
ecid
es.
Ex. W
ork
with
pee
rs to
sele
ct ru
les t
hey
will
follo
w fr
om a
list
of p
ossib
ilitie
s.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
1.b.
Fol
low
rule
s for
disc
ussio
ns.
Ex. G
iven
that
the
grou
p de
cide
d th
ey w
ould
take
turn
s, ta
ke tu
rns d
urin
g th
e di
scus
sion.
Ex. G
iven
that
the
grou
p de
cide
d th
ey w
ould
stick
to th
e to
pic,
rem
ain
on th
e to
pic
of th
e di
scus
sion.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
1.b.
Fol
low
the
disc
ussio
n.Ex
. Dem
onst
rate
atte
ntion
to th
e di
scus
sion
by n
oddi
ng, g
estu
ring,
or v
ocal
izing
ap
prop
riate
ly in
resp
onse
to p
eers
and
the
teac
her.
Ex. I
ndic
ate
agre
emen
t to
incl
ude
a gr
oup
rule
by
activ
ating
a si
ngle
mes
sage
voi
ce o
utpu
t de
vice
(e.g
., “T
hat’s
a g
ood
idea
.”).
44 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Prop
el c
onve
rsati
ons
by p
osin
g an
d re
spon
ding
to
ques
tions
that
rela
te th
e cu
rren
t di
scus
sion
to b
road
er th
emes
or
larg
er id
eas;
acti
vely
inco
rpor
ate
othe
rs in
to th
e di
scus
sion;
and
cl
arify
, ver
ify, o
r cha
lleng
e id
eas
and
conc
lusio
ns.
EESL
.9-1
0.1.
c. A
sk a
nd a
nsw
er
ques
tions
dur
ing
a di
scus
sion.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
c. A
sk a
nd a
nsw
er q
uesti
ons t
o ve
rify
or c
larif
y ow
n id
eas a
nd u
nder
stan
ding
s du
ring
a di
scus
sion.
Ex. P
artic
ipat
e in
a d
iscus
sion
on a
n as
signe
d to
pic
by a
skin
g qu
estio
ns to
cla
rify
or
verif
y co
mm
ents
by
peer
s (e.
g., “
Wha
t did
you
mea
n?”
“W
here
did
you
find
out
?”) a
nd
resp
ondi
ng to
que
stion
s to
clar
ify o
wn
com
men
ts (e
.g.,
“I d
on’t
know
.” “
I saw
it in
this
mov
ie.”)
.Ex
. Whi
le p
artic
ipati
ng in
a d
iscus
sion,
ask
que
stion
s whi
le p
eers
are
spea
king
to c
larif
y th
eir c
omm
ents
(e.g
., “W
hat d
oes t
hat m
ean?
”) a
nd a
nsw
er q
uesti
ons p
osed
by
peer
s to
verif
y ow
n in
form
ation
(e.g
., “L
et m
e sh
ow y
ou.”)
.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
c. A
sk a
nd a
nsw
er q
uesti
ons d
urin
g a
disc
ussio
n.Ex
. Dur
ing
a di
scus
sion,
use
pre
prog
ram
med
que
stion
s on
a m
ultip
le m
essa
ge v
oice
ou
tput
dev
ice
to a
sk q
uesti
ons o
r pee
rs (e
.g.,
“Why
?” “
Whe
n di
d th
at h
appe
n?”
“Ho
w
do y
ou k
now
?”),
and
resp
ond
to q
uesti
ons b
y po
intin
g to
pre
pare
d re
spon
ses o
r usin
g th
e de
vice
to c
onst
ruct
resp
onse
s.Ex
. Dur
ing
a di
scus
sion,
ans
wer
que
stion
s abo
ut o
wn
cont
ributi
ons (
e.g.
, “W
hat e
lse d
o yo
u kn
ow?”
) and
ask
que
stion
s of o
ther
s (e.
g., “
Then
wha
t hap
pene
d?”)
.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
1.c.
Ask
or a
nsw
er q
uesti
ons d
urin
g a
disc
ussio
n.Ex
. Ans
wer
que
stion
s pos
ed b
y pe
ers d
urin
g a
disc
ussio
n (u
sing
“yes
” or
“no
” re
spon
ses o
r sin
gle
wor
ds, a
ctiva
ting
a vo
ice
outp
ut d
evic
e w
ith p
repr
ogra
mm
ed m
essa
ges,
or p
ointi
ng
to a
pic
ture
).Ex
. Ask
pee
rs q
uesti
ons d
urin
g a
disc
ussio
n (e
.g.,
usin
g sin
gle
wor
ds su
ch a
s who
, wha
t, w
here
; sin
gle
wor
ds w
ith a
risin
g in
tona
tion;
or a
ctiva
ting
a vo
ice
outp
ut d
evic
e w
ith
prep
rogr
amm
ed m
essa
ges,
“Ca
n yo
u te
ll m
e m
ore?
”).
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
1.c.
Par
ticip
ate
in a
disc
ussio
n.Ex
. Dur
ing
a di
scus
sion,
use
a p
repr
ogra
mm
ed m
ultip
le m
essa
ge v
oice
out
put d
evic
e to
co
mm
ent (
e.g.
, “Th
at’s
inte
resti
ng.”
or “
I kno
w so
met
hing
abo
ut th
at.”)
.Ex
. Dur
ing
a di
scus
sion,
use
a p
repr
ogra
mm
ed si
ngle
mes
sage
voi
ce o
utpu
t to
com
men
t du
ring
a di
scus
sion.
English Language Arts | Grades 9-12 45
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
d.
Resp
ond
thou
ghtfu
lly
to d
iver
se p
ersp
ectiv
es,
sum
mar
ize p
oint
s of a
gree
men
t an
d di
sagr
eem
ent,
and,
whe
n w
arra
nted
, qua
lify
or ju
stify
thei
r ow
n vi
ews a
nd u
nder
stan
ding
an
d m
ake
new
con
necti
ons
in li
ght o
f the
evi
denc
e an
d re
ason
ing
pres
ente
d.
EESL
.9-1
0.1.
d. In
dica
te
agre
emen
t or d
isagr
eem
ent w
ith
othe
rs d
urin
g di
scus
sions
.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
d. C
larif
y ow
n vi
ews d
urin
g di
scus
sions
.Ex
. Afte
r sta
ting
own
view
(e.g
., “I
thin
k th
e or
der i
s wro
ng.”)
, a p
eer s
eeks
cla
rifica
tion
(e.g
., “W
hat i
s wro
ng?”
), an
d th
e st
uden
t cla
rifies
(e.g
., “T
his o
ne g
oes fi
rst.”
).Ex
. Dur
ing
a di
scus
sion
with
pee
rs, o
ne p
eer s
ays,
“<S
tude
nt>
thin
ks th
is is
a w
aste
of
time.
” T
he st
uden
t cla
rifies
, “N
o, I
don’
t. It
is im
port
ant.”
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.1.
d. In
dica
te a
gree
men
t or d
isagr
eem
ent w
ith o
ther
s dur
ing
disc
ussio
ns.
Ex. D
urin
g a
disc
ussio
n ab
out a
n as
signe
d to
pic,
indi
cate
agr
eem
ent w
ith th
e sp
eake
r by
nodd
ing
or o
fferin
g ve
rbal
con
firm
ation
, “ye
ah”
or “
me
too”
.Ex
. Dur
ing
a di
scus
sion,
one
pee
r say
s, “
I thi
nk w
e’re
don
e.”
and
the
stud
ent a
gree
s,
“Yea
h, d
one.
”
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
1.d.
Sta
te o
wn
view
s dur
ing
a di
scus
sion.
Ex. D
urin
g a
disc
ussio
n, te
ll th
e gr
oup,
“Th
at is
the
mos
t im
port
ant p
art.”
Ex. D
urin
g a
disc
ussio
n, sh
are
view
s abo
ut a
topi
c th
at th
e st
uden
t pre
prog
ram
med
into
a
mul
tiple
mes
sage
voi
ce o
utpu
t dev
ice.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
1.d.
Par
ticip
ate
in a
disc
ussio
n.Ex
. See
EES
L.9-
10.1
.c.
46 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.9
-10.
2. In
tegr
ate
mul
tiple
so
urce
s of i
nfor
mati
on p
rese
nted
in
div
erse
med
ia o
r for
mat
s (e.
g.,
visu
ally,
qua
ntita
tivel
y, or
ally
) ev
alua
ting
the
cred
ibili
ty a
nd
accu
racy
of e
ach
sour
ce.
EESL
.9-1
0.2.
Det
erm
ine
the
cred
ibili
ty o
f inf
orm
ation
pr
esen
ted
in d
iver
se m
edia
or
form
ats.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.2.
Det
erm
ine
the
cred
ibili
ty o
f inf
orm
ation
pre
sent
ed a
cros
s div
erse
med
ia o
r fo
rmat
s.Ex
. Com
pare
info
rmati
on o
n on
e to
pic
from
two
or m
ore
Inte
rnet
sour
ces.
Ex. C
ompa
re in
form
ation
on
a to
pic
in a
boo
k w
ith th
e sa
me
topi
c de
scrib
ed o
n th
e In
tern
et.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.2.
Det
erm
ine
the
cred
ibili
ty o
f inf
orm
ation
pre
sent
ed in
div
erse
med
ia o
r fo
rmat
s.Ex
. Use
stra
tegi
es to
con
firm
the
cred
ibili
ty o
f inf
orm
ation
gat
here
d (e
.g.,
Chec
k w
ith a
kn
own
auth
ority
to v
erify
info
rmati
on fo
und
on th
e In
tern
et su
ch a
s ask
ing
the
scho
ol
nurs
e ab
out h
ealth
info
rmati
on o
r a p
aren
t or a
dult
abou
t saf
ety
info
rmati
on.).
Ex. C
heck
info
rmati
on g
athe
red
from
one
sour
ce w
ith th
e in
form
ation
pre
sent
ed o
n th
e sa
me
topi
c in
ano
ther
sour
ce in
ord
er to
det
erm
ine
its c
redi
bilit
y.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
2. Id
entif
y in
form
ation
pre
sent
ed in
div
erse
med
ia o
r for
mat
s.Ex
. Sea
rch
the
web
usin
g te
rms r
elat
ed to
the
topi
c in
ord
er to
find
info
rmati
on a
bout
a
spec
ific
topi
c.Ex
. Loo
k in
the
inde
x of
a b
ook
to fi
nd a
refe
renc
e to
info
rmati
on o
n an
ass
igne
d to
pic.
Ex. S
top
a vi
deo
at th
e ap
prop
riate
poi
nt w
here
info
rmati
on o
n a
parti
cula
r top
ic is
bei
ng
shar
ed.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
2. W
ith g
uida
nce
and
supp
ort,
iden
tify
info
rmati
on p
rese
nted
in d
iver
se m
edia
or
form
ats.
Ex. W
ork
with
a p
eer t
o se
arch
the
web
ent
erin
g te
rms i
denti
fied
by th
e pe
er a
nd
scan
ning
site
s for
info
rmati
on o
n a
pred
eter
min
ed to
pic.
Ex. A
fter a
pee
r exp
lain
s inf
orm
ation
rela
ted
to a
topi
c, id
entif
y a
rela
ted
phot
o fr
om a
n ar
ray
disp
laye
d on
an
inte
racti
ve w
hite
boar
d.
English Language Arts | Grades 9-12 47
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.9
-10.
3. E
valu
ate
a sp
eake
r’s
poin
t of v
iew,
reas
onin
g, a
nd
use
of e
vide
nce
and
rhet
oric
, id
entif
ying
any
falla
ciou
s re
ason
ing
or e
xagg
erat
ed o
r di
stor
ted
evid
ence
.
EESL
.9-1
0.3.
Det
erm
ine
whe
ther
a
clai
m m
ade
by a
spea
ker i
s cr
edib
le (e
.g.,
fact
or o
pini
on;
supp
orte
d or
uns
uppo
rted
).
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.3.
Det
erm
ine
whe
ther
the
clai
ms m
ade
by a
spea
ker a
re c
redi
ble
(e.g
., fa
ct o
r op
inio
n; su
ppor
ted
or u
nsup
port
ed).
Ex. G
iven
a v
ideo
reco
rdin
g of
a sp
eake
r, st
op th
e vi
deo
after
eac
h cl
aim
and
det
erm
ine
whe
n it
is fa
ct o
r opi
nion
.Ex
. Giv
en a
writt
en re
cord
(not
es) o
f the
cla
ims a
spea
ker m
ade,
hig
hlig
ht e
ach
of th
e cl
aim
s tha
t are
fact
and
thos
e th
at a
re o
pini
on.
Ex. D
eter
min
e w
heth
er c
laim
s mad
e by
a sp
eake
r are
fact
or o
pini
on b
y as
king
adv
ice
of a
pa
rent
or t
each
er.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.3.
Det
erm
ine
whe
ther
a c
laim
mad
e by
a sp
eake
r is c
redi
ble
(e.g
., fa
ct o
r op
inio
n; su
ppor
ted
or u
nsup
port
ed).
Ex. G
iven
a w
ritten
ver
sion
of a
sing
le c
laim
pre
sent
ed b
y a
spea
ker,
eval
uate
the
clai
m to
de
term
ine
whe
ther
it is
fact
or o
pini
on.
Ex. A
fter a
pee
r mak
es a
cla
im a
bout
a te
xt b
eing
read
and
disc
usse
d, d
eter
min
e w
heth
er
the
clai
m is
supp
orte
d by
the
text
.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
3. Id
entif
y w
heth
er c
laim
s mad
e by
a sp
eake
r reg
ardi
ng a
kno
wn
topi
c ar
e fa
ct
or o
pini
on.
Ex. G
iven
cla
ims m
ade
by a
spea
ker r
egar
ding
a to
pic
that
is k
now
n to
the
stud
ent (
e.g.
, It
alw
ays
snow
s w
hen
it is
col
d.),
iden
tify
whe
ther
the
clai
m is
true
.Ex
. Whi
le li
sten
ing
to th
e m
orni
ng a
nnou
ncem
ents
, det
erm
ine
whe
ther
ann
ounc
emen
ts
are
fact
(e.g
., To
mor
row
is a
n ea
rly re
leas
e da
y.) o
r opi
nion
(e.g
., Sa
turd
ay’s
danc
e is
sure
to
be
the
best
eve
r.).
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
3. Id
entif
y fa
cts a
bout
self.
Ex. G
iven
a li
st o
f fac
ts a
bout
stud
ents
in th
e cl
ass,
iden
tify
thos
e th
at a
re fa
cts a
bout
self
(e.g
., I a
m a
boy
. I h
ave
brow
n ha
ir. I
hav
e gr
een
eyes
.).
48 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Pres
enta
tion
of K
now
ledg
e an
d Id
eas.
SL.9
-10.
4. P
rese
nt in
form
ation
, fin
ding
s, a
nd su
ppor
ting
evid
ence
cle
arly,
con
cise
ly,
and
logi
cally
such
that
lis
tene
rs c
an fo
llow
the
line
of
reas
onin
g an
d th
e or
gani
zatio
n,
deve
lopm
ent,
subs
tanc
e, a
nd
styl
e ar
e ap
prop
riate
to p
urpo
se,
audi
ence
, and
task
.
EESL
.9-1
0.4.
Pre
sent
info
rmati
on
logi
cally
with
an
orga
niza
tion
that
is a
ppro
pria
te to
the
purp
ose,
aud
ienc
e, a
nd ta
sk.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.4.
Pre
sent
info
rmati
on a
nd su
ppor
ting
evid
ence
logi
cally
with
an
orga
niza
tion
that
is a
ppro
pria
te to
the
purp
ose,
aud
ienc
e, a
nd ta
sk.
Ex. G
iven
the
assig
nmen
t to
pres
ent i
nfor
mati
on to
teac
h ot
hers
how
to c
ompl
ete
a ta
sk,
gath
er th
e in
form
ation
with
supp
ortin
g ev
iden
ce, o
rgan
ize it
, and
pre
sent
it to
the
clas
s.Ex
. Mat
ch in
form
ation
with
supp
ortin
g ev
iden
ce, o
rgan
ize it
to d
ispla
y in
a m
ultim
edia
pr
esen
tatio
n, a
nd p
rese
nt it
to th
e gr
oup
(e.g
., Po
wer
Poin
t not
es w
ith P
ower
Poin
t pr
esen
tatio
n).
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.4.
Pre
sent
info
rmati
on lo
gica
lly w
ith a
n or
gani
zatio
n th
at is
app
ropr
iate
to th
e pu
rpos
e, a
udie
nce,
and
task
.Ex
. Cre
ate
a pr
esen
tatio
n fo
r par
ents
abo
ut a
pro
ject
the
clas
s com
plet
ed th
at b
egin
s w
ith a
pic
ture
of t
he fi
nal p
rodu
ct a
nd th
en e
xpla
ins e
ach
step
and
pre
sent
s it a
t an
open
ho
use.
Ex. P
rese
nt in
form
ation
abo
ut a
boo
k be
ing
read
in c
lass
star
ting
with
a st
atem
ent o
f th
e to
pic
and
mai
n id
ea o
f the
boo
k an
d fo
llow
ing
with
impo
rtan
t det
ails
that
app
ear
thro
ugho
ut.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
4. P
rese
nt in
form
ation
.Ex
. Sha
re in
form
ation
on
assig
ned
topi
c th
at h
as b
een
prep
ared
with
pee
rs.
Ex. A
ssist
pee
rs in
pre
senti
ng in
form
ation
that
has
bee
n co
mpi
led
wor
king
with
the
grou
p.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
4. C
omm
unic
ate
with
pee
rs o
n an
ass
igne
d to
pic.
Ex. S
peak
, sig
n, u
se sy
mbo
ls or
tech
nolo
gy to
shar
e an
idea
on
a to
pic
with
pee
rs (e
.g.,
“Dog
s are
goo
d pe
ts.”)
.
English Language Arts | Grades 9-12 49
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.9
-10.
5. M
ake
stra
tegi
c us
e of
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
in
tera
ctive
ele
men
ts) i
n pr
esen
tatio
ns to
enh
ance
un
ders
tand
ing
of fi
ndin
gs,
reas
onin
g, a
nd e
vide
nce
and
to
add
inte
rest
.
EESL
.9-1
0.5.
Use
dig
ital m
edia
(e
.g.,
text
ual,
grap
hica
l, au
dio,
vi
sual
, and
inte
racti
ve e
lem
ents
) in
pre
sent
ation
s to
supp
ort
unde
rsta
ndin
g.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.9-1
0.5.
Use
dig
ital m
edia
stra
tegi
cally
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
in
tera
ctive
ele
men
ts) i
n pr
esen
tatio
ns to
supp
ort u
nder
stan
ding
and
add
inte
rest
.Ex
. Use
a c
ombi
natio
n of
text
, gra
phic
s, a
nd v
ideo
clip
s in
a pr
esen
tatio
n ab
out t
heir
own
resp
onsib
ilitie
s as p
art o
f a u
nit o
n pe
rson
al re
spon
sibili
ty.
Ex. S
trat
egic
ally
pla
ce te
xt a
nd g
raph
ic im
ages
on
a tr
i-fol
d sc
ienc
e di
spla
y to
add
inte
rest
to
a p
rese
ntati
on o
n an
ass
igne
d to
pic.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.5.
Use
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
inte
racti
ve
elem
ents
) in
pres
enta
tions
to su
ppor
t und
erst
andi
ng.
Ex. P
ut te
xt a
nd g
raph
ics t
oget
her i
n a
mul
timed
ia p
rese
ntati
on a
bout
thei
r ow
n re
spon
sibili
ties a
s par
t of a
uni
t on
pers
onal
resp
onsib
ility
.Ex
. Pla
ce a
text
and
gra
phic
imag
es o
n a
tri-f
old
scie
nce
disp
lay
and
use
it to
supp
ort a
n or
al p
rese
ntati
on.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
5. S
elec
t an
imag
e or
oth
er d
igita
l med
ia to
add
to a
pre
sent
ation
.Ex
. Giv
en a
n ar
ray
of im
ages
sele
cted
by
peer
s or a
n ad
ult,
sele
ct a
n im
age
to a
dd to
a
pred
eter
min
ed se
ction
of a
pre
sent
ation
.Ex
. Giv
en a
sele
ction
of s
hort
vid
eo c
lips e
dite
d by
pee
rs o
r an
adul
t, se
lect
an
imag
e to
in
clud
e in
a p
rese
ntati
on.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
5. A
ssist
with
med
ia p
rese
ntati
on.
Ex. I
ndic
ate
appr
oval
of i
mag
es a
pee
r has
sele
cted
to in
clud
e in
a m
edia
pre
sent
ation
.Ex
. Use
a sw
itch
to g
ive
a pr
esen
tatio
n pr
epar
ed w
ith a
gro
up o
f pee
rs.
50 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.9
-10.
6. A
dapt
spee
ch to
a
varie
ty o
f con
text
s and
task
s,
dem
onst
ratin
g co
mm
and
of
form
al E
nglis
h w
hen
indi
cate
d or
ap
prop
riate
.
EESL
.9-1
0.6.
Ada
pt
com
mun
icati
on to
a v
arie
ty
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces w
hen
indi
cate
d or
app
ropr
iate
.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.9-1
0.6.
Ada
pt c
omm
unic
ation
to a
var
iety
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces w
hen
indi
cate
d or
app
ropr
iate
.Ex
. Shi
ft fr
om in
form
al c
omm
unic
ation
with
pee
rs d
urin
g a
disc
ussio
n to
spea
king
in
com
plet
e se
nten
ces w
hen
the
teac
her a
sks f
or a
sum
mar
y of
the
disc
ussio
n.Ex
. Dur
ing
lunc
h, a
dapt
from
info
rmal
, tel
egra
phic
spee
ch w
hen
com
mun
icati
ng w
ith
peer
s (e.
g., h
olds
up
milk
car
ton
and
says
, “he
lp”)
to c
ompl
ete
sent
ence
s whe
n an
adu
lt st
ops t
o as
k a
ques
tion
(e.g
., “W
e ca
n go
now
.”).
Ex. D
urin
g a
disc
ussio
n, sp
eak
in c
ompl
ete
sent
ence
s to
shar
e pr
epar
ed in
form
ation
and
sh
ift to
info
rmal
lang
uage
to re
spon
d to
follo
w-u
p qu
estio
ns fr
om p
eers
.
Leve
l II A
A S
tude
nts
will
:EE
SL.9
-10.
6. C
omm
unic
ate
in a
var
iety
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces
whe
n as
ked.
Ex. E
xpan
d an
initi
al si
ngle
-wor
d co
mm
unic
ation
to a
com
plet
e se
nten
ce w
hen
aske
d (e
.g.,
The
stud
ent s
ays,
“m
ore”
and
exp
ands
it to
say,
“I w
ant m
ore.
” w
hen
aske
d).
Ex. U
se a
mul
tiple
mes
sage
voi
ce o
utpu
t dev
ice
to e
xpan
d an
initi
al c
omm
unic
ation
to a
co
mpl
ete
sent
ence
(e.g
., Th
e st
uden
t use
s a m
ultip
le m
essa
ge v
oice
out
put d
evic
e to
say,
“bad
cla
ss,”
and
expa
nds i
t to
say,
“The
cla
ss w
as b
ad.”
whe
n as
ked
to sa
y it
in a
com
plet
e se
nten
ce.).
Ex. U
se a
mul
tiple
voi
ce o
utpu
t dev
ice
to e
xpan
d an
initi
al c
omm
unic
ation
whe
n as
ked
for c
larifi
catio
n (e
.g.,
The
stud
ent s
ays,
“ba
sket
ball
gam
e,”
a pe
er sa
ys “
Wha
t abo
ut th
e ba
sket
ball
gam
e?,”
and
the
stud
ent s
ays,
“Se
e ba
sket
ball
gam
e?”)
.
Leve
l I A
A S
tude
nts
will
:EE
SL.9
-10.
6. C
omm
unic
ate
in a
var
iety
of c
onte
xts.
Ex. W
hen
wor
king
with
pee
rs, e
ye g
azes
to c
hoic
es o
ffere
d by
pee
rs to
mak
e ch
oice
s and
co
ntrib
ute.
Ex. W
hen
wor
king
with
a re
late
d se
rvic
es p
rovi
der,
sele
ct a
sym
bol f
rom
an
arra
y of
op
tions
to c
omm
unic
ate
a ch
oice
of a
ctivi
ties.
English Language Arts | Grades 9-12 51
Nin
th-T
enth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Lan
gu
age
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Conv
enti
ons
of S
tand
ard
Engl
ish.
L.9-
10.1
. Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glish
gra
mm
ar a
nd u
sage
w
hen
writi
ng o
r spe
akin
g.a.
U
se p
aral
lel
stru
ctur
e.*[
sic]
EEL.
9-10
.1. D
emon
stra
te
know
ledg
e of
the
conv
entio
ns o
f st
anda
rd E
nglis
h gr
amm
ar a
nd
usag
e w
hen
writi
ng o
r spe
akin
g.a.
N
/A
b.
Use
var
ious
type
s of
phr
ases
(nou
n, v
erb,
ad
jecti
val,
adve
rbia
l, pa
rtici
pial
, pr
epos
ition
al, a
bsol
ute)
an
d cl
ause
s (in
depe
nden
t, de
pend
ent;
noun
, rel
ative
, ad
verb
ial)
to c
onve
y sp
ecifi
c m
eani
ngs a
nd a
dd v
arie
ty
and
inte
rest
to w
riting
or
pres
enta
tions
.
EEL.
9-10
.1.b
. Use
a v
arie
ty
of p
arts
of s
peec
h (n
ouns
, ve
rbs,
pro
noun
s, a
djec
tives
, an
d pr
epos
ition
s) in
writi
ng
or c
omm
unic
ation
to c
onve
y in
form
ation
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.1.b
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.1.b
. Use
a v
arie
ty o
f par
ts o
f spe
ech
(nou
ns, v
erbs
, pro
noun
s, a
djec
tives
, and
pr
epos
ition
s) in
writi
ng o
r com
mun
icati
on to
con
vey
info
rmati
on.
Ex. G
ive
an o
ral r
epor
t on
a to
pic
(e.g
., ex
plai
n a
simpl
e pr
oces
s) u
sing
sent
ence
s tha
t in
clud
es a
var
iety
of p
arts
of s
peec
h.Ex
. Writ
e a
brie
f, w
ritten
repo
rt u
sing
sent
ence
s tha
t inc
lude
s a v
arie
ty o
f par
ts o
f spe
ech.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.1
.b. U
se c
ompl
ete
sent
ence
s to
conv
ey in
form
ation
in sp
oken
and
writt
en
Engl
ish.
Ex. W
rite
gram
mati
cally
com
plet
e se
nten
ces w
hen
mak
ing
entr
ies i
n a
jour
nal.
Ex. U
se g
ram
mati
cally
com
plet
e se
nten
ces t
o te
ll ab
out s
cien
ce c
lass
.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.1
.b. U
nder
stan
d th
e m
eani
ng o
f wor
ds.
Ex. S
elec
ts fr
om a
n ar
ray
of p
ictu
res,
obj
ects
, or o
ther
sym
bols
to d
emon
stra
te
unde
rsta
ndin
g of
spok
en w
ords
.
52 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
L.9-
10.2
. Dem
onst
rate
co
mm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
capi
taliz
ation
, pu
nctu
ation
, and
spel
ling
whe
n w
riting
.a.
U
se a
sem
icol
on (a
nd
perh
aps a
con
junc
tive
adve
rb) t
o lin
k tw
o or
mor
e cl
osel
y re
late
d in
depe
nden
t cla
uses
.
EEL.
9-10
.2. D
emon
stra
te
unde
rsta
ndin
g of
use
of
conv
entio
ns o
f sta
ndar
d En
glish
w
riting
.a.
U
se c
orre
ct p
unct
uatio
n w
hen
writi
ng.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.2.a
. Use
cor
rect
pun
ctua
tion
whe
n w
riting
.Ex
. Writ
e a
lette
r and
incl
ude
a co
mm
a aft
er g
reeti
ng a
nd c
losin
g as
wel
l as e
ndin
g pu
nctu
ation
thro
ugho
ut.
Ex. W
rite
a br
ief d
ialo
gue
usin
g qu
otati
on m
arks
app
ropr
iate
ly.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.2.a
. Use
cor
rect
pun
ctua
tion
whe
n w
riting
.Ex
. Writ
e a
serie
s of s
ente
nces
usin
g co
rrec
t end
ing
punc
tuati
on o
n ea
ch se
nten
ce.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.2
.a. U
se c
orre
ct p
unct
uatio
n w
hen
writi
ng a
sent
ence
.Ex
. Use
cor
rect
pun
ctua
tion
in w
riting
one
sim
ple
sent
ence
.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.2
.a. W
ith g
uida
nce
and
supp
ort d
urin
g sh
ared
writi
ng, i
ndic
ate
the
need
to u
se
any
form
of p
unct
uatio
n.b.
U
se a
colo
n to
intr
oduc
e a
list o
r quo
tatio
n.EE
L.9-
10.2
.b. N
/A
English Language Arts | Grades 9-12 53
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Spel
l cor
rect
ly.EE
L.9-
10.2
.c. S
pell
mos
t sin
gle-
sylla
ble
wor
ds c
orre
ctly
and
ap
ply
know
ledg
e of
wor
d ch
unks
in
spel
ling
long
er w
ords
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.2.c
. Spe
ll m
ost h
igh-
freq
uenc
y w
ords
cor
rect
ly a
nd a
pply
kno
wle
dge
of w
ord
chun
ks in
clud
ing
com
mon
pre
fixes
, suffi
xes,
and
root
s (m
orph
emes
) in
spel
ling
long
er
wor
ds.
Ex. U
sing
wor
ds fr
om a
stor
y ju
st re
ad, w
rite
a le
tter t
o th
e ch
arac
ter s
pelli
ng th
e w
ords
co
rrec
tly.
Ex. S
pell
wor
ds w
ith c
omm
on ro
ots a
nd p
rede
term
ined
pre
fixes
(e.g
., un
-, re
-) w
hen
writi
ng.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.2.c
. Spe
ll m
ost s
ingl
e-sy
llabl
e w
ords
cor
rect
ly a
nd a
pply
kno
wle
dge
of w
ord
chun
ks in
spel
ling
long
er w
ords
.Ex
. Giv
en a
list
of f
ocus
wor
ds fo
r the
wee
k, re
tell
a st
ory
read
, spe
lling
focu
s wor
ds
corr
ectly
.Ex
. Giv
en in
dex
card
s with
var
ious
wor
d ch
unks
, mat
ch c
ards
to c
reat
e w
ords
reci
ted
by
the
teac
her.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.2
.c. W
ith g
uida
nce
and
supp
ort,
spel
l fam
iliar
sing
le-s
ylla
ble
wor
ds c
orre
ctly.
Ex. U
se a
wor
d w
all t
o sp
ell w
ords
cor
rect
ly w
hen
writi
ng.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.2
.c. D
emon
stra
te k
now
ledg
e of
cap
ital l
etter
s.Ex
. Ide
ntify
the
first
lette
r of fi
rst n
ame.
Ex. I
denti
fy u
pper
case
lette
rs fr
om a
n ar
ray
of le
tters
.Ex
. Disti
ngui
sh le
tters
from
num
bers
in a
n ar
ray.
Know
ledg
e of
Lan
guag
e.
L.9-
10.3
. App
ly k
now
ledg
e of
la
ngua
ge to
und
erst
and
how
la
ngua
ge fu
nctio
ns in
diff
eren
t co
ntex
ts, t
o m
ake
effec
tive
choi
ces f
or m
eani
ng o
r sty
le, a
nd
to c
ompr
ehen
d m
ore
fully
whe
n re
adin
g or
list
enin
g.a.
W
rite
and
edit
wor
k so
th
at it
con
form
s to
the
guid
elin
es
in a
styl
e m
anua
l (e.
g., M
LA
Han
dboo
k, T
urab
ian’
s Man
ual
for W
riter
s) a
ppro
pria
te fo
r the
di
scip
line
and
writi
ng ty
pe.
EEL.
9-10
.3. U
se k
now
ledg
e of
la
ngua
ge to
ach
ieve
des
ired
mea
ning
whe
n w
riting
or
com
mun
icati
ng.
a.
Writ
e an
d re
vise
wor
k so
that
it c
omm
unic
ates
cle
arly
to
the
inte
nded
aud
ienc
e.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.3. W
rite
and
revi
se w
ork
usin
g kn
owle
dge
of la
ngua
ge to
ach
ieve
the
desir
ed
mea
ning
for t
he in
tend
ed a
udie
nce.
Ex. W
rite
a sh
ort r
epor
t on
a co
nten
t top
ic, r
erea
d an
d re
vise
for c
larit
y.Ex
. Writ
e in
stru
ction
s for
a p
roce
ss, r
erea
d, a
nd re
vise
for p
rope
r seq
uenc
e.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.3. W
rite
and
revi
se w
ork
so th
at it
com
mun
icat
es c
lear
ly to
the
inte
nded
au
dien
ce.
Ex. W
rite
a le
tter,
rere
ad to
mak
e su
re it
says
wha
t is i
nten
ded,
and
revi
se to
cla
rify.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.3
. Writ
e an
d ad
d m
ore
to c
larif
y in
tend
ed m
essa
ge.
Ex. A
dds a
n ad
jecti
ve to
the
sent
ence
to c
larif
y m
eani
ng.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.3
. Sel
ect w
ords
to c
omm
unic
ate
desir
ed m
essa
ge.
Ex. S
elec
t fro
m a
n ar
ray
of p
ictu
res,
obj
ects
, or s
ymbo
ls to
com
mun
icat
e de
sired
mes
sage
.
54 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Voca
bula
ry A
cqui
sition
and
Use
.
L.9-
10.4
. Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
an
d ph
rase
s bas
ed o
n gr
ades
9–
10 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
st
rate
gies
.a.
U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a
sent
ence
, par
agra
ph, o
r tex
t; a
wor
d’s p
ositi
on o
r fun
ction
in
a se
nten
ce) a
s a c
lue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
EEL.
9-10
.4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds.
a.
Use
con
text
to
dete
rmin
e th
e m
eani
ng o
f un
know
n w
ords
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.4.a
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.4.a
. Use
con
text
to d
eter
min
e th
e m
eani
ng o
f unk
now
n w
ords
.Ex
. Det
erm
ine
the
mea
ning
of u
ntau
ght w
ords
usin
g kn
owle
dge
of th
e to
pic
of th
e pa
ssag
e an
d th
e co
ntex
t sur
roun
ding
the
wor
d.Le
vel I
I AA
Stu
dent
s w
ill:
EEL.
9-10
.4.a
. Det
erm
ine
mea
ning
of a
wor
d or
phr
ase
from
con
text
in a
sent
ence
.Ex
. Giv
en c
hoic
es o
f old
and
new
wor
ds, c
orre
ctly
fills
in a
wor
d to
com
plet
e a
sent
ence
.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.4
.a. R
ecog
nize
the
mea
ning
of w
ord
from
a p
ictu
re.
Ex. W
hen
show
n a
pict
ure
of a
n el
epha
nt a
nd th
e te
ache
r say
s, “
This
elep
hant
is h
uge.
Do
es h
uge
mea
n bi
g or
smal
l?,”
the
stud
ent c
hoos
es sy
mbo
l for
big
.Ex
. Poi
nt to
obj
ect (
com
pute
r) in
resp
onse
to w
ord
to in
dica
te m
eani
ng.
b.
Iden
tify
and
corr
ectly
us
e pa
ttern
s of w
ord
chan
ges
that
indi
cate
diff
eren
t mea
ning
s or
par
ts o
f spe
ech
(e.g
., an
alyz
e,
anal
ysis
, ana
lytic
al; a
dvoc
ate,
ad
voca
cy).
EEL.
9-10
.4.b
. N/A
English Language Arts | Grades 9-12 55
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Cons
ult g
ener
al a
nd
spec
ializ
ed re
fere
nce
mat
eria
ls (e
.g.,
dicti
onar
ies,
glo
ssar
ies,
th
esau
ruse
s), b
oth
prin
t and
di
gita
l, to
find
the
pron
unci
ation
of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f sp
eech
, or i
ts e
tym
olog
y.
EEL.
9-10
.4.c
. Con
sult
refe
renc
e m
ater
ials
(dic
tiona
ries,
onl
ine
voca
bula
ry su
ppor
ts) t
o cl
arify
th
e m
eani
ng o
f unf
amili
ar w
ords
en
coun
tere
d w
hen
read
ing.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.4.c
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.4.c
. Con
sult
refe
renc
e m
ater
ials
(dic
tiona
ries,
onl
ine
voca
bula
ry su
ppor
ts) t
o cl
arify
the
mea
ning
of u
nfam
iliar
wor
ds e
ncou
nter
ed w
hen
read
ing.
Ex. U
se th
e vo
cabu
lary
look
-up
feat
ure
in a
scre
en re
ader
to c
heck
the
mea
ning
of a
n un
know
n w
ord.
Ex. U
se a
n el
ectr
onic
dic
tiona
ry to
ent
er a
n un
fam
iliar
wor
d en
coun
tere
d in
text
and
che
ck
the
mea
ning
.Ex
. Loo
k up
an
unfa
mili
ar w
ord
in a
prim
ary
dicti
onar
y to
che
ck th
e m
eani
ng.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.4
.c. W
ith g
uida
nce
and
supp
ort,
cons
ult r
efer
ence
mat
eria
ls (d
ictio
narie
s, o
nlin
e vo
cabu
lary
supp
orts
) to
clar
ify th
e m
eani
ng o
f unf
amili
ar w
ords
enc
ount
ered
whe
n re
adin
g.Ex
. Dou
ble-
clic
k on
a w
ord
to re
veal
the
defin
ition
of a
wor
d in
mul
timed
ia re
adin
g so
ftwar
e.Ex
. With
supp
ort g
etting
to th
e co
rrec
t pag
e, lo
ok u
p an
unf
amili
ar w
ord
in a
prim
ary
dicti
onar
y to
che
ck th
e m
eani
ng.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.4
.c. A
sks f
or c
larifi
catio
n w
hen
need
ed.
Ex. I
ndic
ates
con
fusio
n or
lack
of u
nder
stan
ding
sayi
ng, “
I don
’t kn
ow.”
Ex. I
ndic
ates
“ye
s” o
r “no
” w
hen
aske
d, “
Do y
ou u
nder
stan
d?”
or “
Do y
ou h
ave
any
ques
tions
?”Ex
. Ind
icat
e a
need
for a
ssist
ance
thro
ugh
gest
ures
, eye
con
tact
or g
aze,
voc
aliza
tions
, etc
.d.
Ve
rify
the
prel
imin
ary
dete
rmin
ation
of t
he m
eani
ng
of a
wor
d or
phr
ase
(e.g
., by
ch
ecki
ng th
e in
ferr
ed m
eani
ng in
co
ntex
t or i
n a
dicti
onar
y).
EEL.
9-10
.4.d
. See
EEL
.9-1
0.4.
c.
abov
e.
56 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
L.9-
10.5
. Dem
onst
rate
un
ders
tand
ing
of fi
gura
tive
lang
uage
, wor
d re
latio
nshi
ps,
and
nuan
ces i
n w
ord
mea
ning
s.a.
In
terp
ret fi
gure
s of
spee
ch (e
.g.,
euph
emism
, ox
ymor
on) i
n co
ntex
t and
an
alyz
e th
eir r
ole
in th
e te
xt.
EEL.
9-10
.5. D
emon
stra
te
unde
rsta
ndin
g of
mul
tiple
m
eani
ng o
f wor
ds a
nd fi
gura
tive
lang
uage
.a.
Di
sting
uish
un
ders
tand
ing
of m
ultip
le
mea
ning
of w
ords
and
figu
res o
f sp
eech
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.5. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.5.a
. Disti
ngui
sh u
nder
stan
ding
of m
ultip
le m
eani
ng o
f wor
ds a
nd fi
gure
s of
spee
ch.
Ex. U
se sa
me
wor
d in
two
way
s.Ex
. Use
figu
rativ
e la
ngua
ge (e
.g.,
It’s
rain
ing
cats
and
dog
s.).
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.5
.a. R
ecog
nize
whe
n a
mul
tiple
mea
ning
wor
d is
used
two
way
s.Ex
. Giv
en tw
o se
nten
ces i
n w
hich
the
sam
e w
ord
is us
ed tw
o w
ays,
poi
nt to
or i
ndic
ate
the
repe
ated
wor
d in
eac
h se
nten
ce.
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.5
.a. R
espo
nd to
the
use
of a
wor
d in
two
way
s.Ex
. Fol
low
two
dire
ction
s tha
t inc
lude
the
use
of th
e sa
me
wor
d in
two
diffe
rent
way
s (e
.g.,
“Mov
e ba
ck.”
and
“Sho
w m
e yo
ur b
ack.
”).
b.
Anal
yze
nuan
ces i
n th
e m
eani
ng o
f wor
ds w
ith si
mila
r de
nota
tions
.
EEL.
9-10
.5.b
. N/A
L.9-
10.6
. Acq
uire
and
use
ac
cura
tely
gen
eral
aca
dem
ic
and
dom
ain-
spec
ific
wor
ds a
nd
phra
ses,
suffi
cien
t for
read
ing,
w
riting
, spe
akin
g, a
nd li
sten
ing
at th
e co
llege
and
car
eer
read
ines
s lev
el; d
emon
stra
te
inde
pend
ence
in g
athe
ring
voca
bula
ry k
now
ledg
e w
hen
cons
ider
ing
a w
ord
or p
hras
e im
port
ant t
o co
mpr
ehen
sion
or
expr
essio
n.
EEL.
9-10
.6. A
cqui
re a
nd u
se
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
9-10
.6. A
cqui
re a
nd u
se g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es
com
mon
to th
e st
uden
t’s e
xper
ienc
e.Ex
. Use
wor
ds a
nd p
hras
es fr
om re
adin
g to
writ
e an
swer
s to
ques
tions
.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
9-10
.6. A
cqui
re a
nd u
se g
ener
al a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es.
Ex. U
se w
ords
and
gra
phic
s fro
m re
adin
g in
soci
al st
udie
s and
scie
nce.
Ex. U
se a
cade
mic
wor
ds le
arne
d in
read
ing
to a
nsw
er q
uesti
ons.
Leve
l II A
A S
tude
nts
will
:EE
L.9-
10.6
. Rec
ogni
ze g
ener
al a
cade
mic
lang
uage
.Ex
. Ask
ed “
Whi
ch d
o yo
u le
arn
abou
t in
scie
nce,
ani
mal
s or s
ewin
g?”
Ans
wer
“Ani
mal
s.”Ex
. Poi
nt to
dic
tiona
ry w
hen
aske
d, “
Whe
re d
o yo
u go
to fi
nd o
ut w
hat w
ords
mea
n?”
Leve
l I A
A S
tude
nts
will
:EE
L.9-
10.6
. Res
pond
to g
ener
al a
cade
mic
lang
uage
.Ex
. Ask
for a
ssist
ance
whe
n en
coun
terin
g ne
w a
cade
mic
voc
abul
ary.
Ex. P
oint
to, u
nder
line,
or u
se a
pre
prog
ram
med
switc
h to
indi
cate
that
a n
ew a
cade
mic
w
ord
has b
een
used
by
the
spea
ker o
r rea
der.
English Language Arts | Grades 9-12 57
CO
MM
ON
CO
RE
ESS
EN
TIA
L E
LEM
EN
TS
AN
D A
CH
IEV
EM
EN
T
DE
SCR
IPT
OR
S FO
R E
LEV
EN
TH
-TW
ELF
TH
GR
AD
EE
leve
nth
-Tw
elft
h G
rad
e E
ng
lish
Lan
gu
age
Art
s St
and
ard
s: R
ead
ing
(Li
tera
ture
)
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Key
Idea
s an
d D
etai
ls.
RL.1
1-12
.1. C
ite st
rong
and
th
orou
gh te
xtua
l evi
denc
e to
su
ppor
t ana
lysis
of w
hat t
he
text
says
exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt,
incl
udin
g de
term
inin
g w
here
the
text
leav
es m
atter
s unc
erta
in.
EERL
.11-
12.1
. Cite
text
ual
evid
ence
to d
eter
min
e w
here
th
e te
xt le
aves
matt
ers
unce
rtai
n.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.1
. Cite
evi
denc
e to
supp
ort i
nfer
ence
s whe
n th
e te
xt le
aves
matt
ers u
ncer
tain
.Ex
. Use
two
or m
ore
piec
es o
f tex
tual
evi
denc
e to
supp
ort a
n in
fere
nce
abou
t miss
ing
info
rmati
on in
the
stor
y.Ex
. Cite
eve
nts a
nd th
e ou
tcom
e of
a st
ory
to p
roje
ct fu
ture
pos
sibili
ties w
hen
the
auth
or
leav
es th
e re
ader
han
ging
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.1
. Cite
text
ual e
vide
nce
to d
eter
min
e w
here
the
text
leav
es m
atter
s unc
erta
in.
Ex. W
hen
aske
d, “
Wha
t doe
s the
stor
y hi
nt a
t tha
t you
wish
you
kne
w m
ore
abou
t?,”
the
stud
ent c
ites t
ext t
hat p
rovi
des t
he h
int.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.1. R
ecog
nize
whe
n th
e te
xt le
aves
matt
ers u
ncer
tain
.Ex
. Rec
ogni
ze th
at in
form
ation
is m
issin
g fr
om th
e st
ory.
Ex. G
iven
a te
xt p
roje
cted
on
an in
tera
ctive
whi
tebo
ard,
hig
hlig
ht th
e pa
rts o
f the
text
that
su
rrou
nd m
issin
g in
form
ation
.
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.1. W
ith g
uida
nce
and
supp
ort,
reco
gnize
whe
n a
stor
y do
es n
ot a
nsw
er a
qu
estio
n.Ex
. Ide
ntify
som
ethi
ng y
ou d
on’t
know
from
the
stor
y.Ex
. Ide
ntify
(via
pic
ture
s or s
poke
n w
ord)
som
ethi
ng e
lse n
ot st
ated
you
wou
ld li
ke to
kn
ow a
bout
a c
hara
cter
in th
e pa
ssag
e.Ex
. Rec
ogni
ze w
hen
the
stor
y en
ds so
that
you
don
’t kn
ow w
hat h
appe
ns n
ext (
e.g.
, Th
e te
ache
r ask
s, “
Wha
t hap
pens
nex
t?”
refe
rrin
g to
the
last
eve
nt in
the
stor
y an
d th
e st
uden
t res
pond
s with
a sh
rug.
).
58 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.1
1-12
.2. D
eter
min
e tw
o or
m
ore
them
es o
r cen
tral
idea
s of
a te
xt a
nd a
naly
ze th
eir
deve
lopm
ent o
ver t
he c
ours
e of
the
text
, inc
ludi
ng h
ow
they
inte
ract
and
bui
ld o
n on
e an
othe
r to
prod
uce
a co
mpl
ex
acco
unt;
prov
ide
an o
bjec
tive
sum
mar
y of
the
text
.
EERL
.11-
12.2
. Pro
vide
a
sum
mar
y of
an
unfa
mili
ar te
xt.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.2
. Pro
vide
an
obje
ctive
sum
mar
y of
an
unfa
mili
ar te
xt.
Ex. W
hen
aske
d to
sum
mar
ize a
n un
fam
iliar
text
“in
you
r ow
n w
ords
,” pr
ovid
e an
ob
jecti
ve su
mm
ary
of th
e co
mpl
ete
text
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.2
. Pro
vide
a su
mm
ary
of a
n un
fam
iliar
text
.Ex
. Whe
n as
ked
to su
mm
arize
a te
xt, p
rovi
de a
sum
mar
y.Ex
. Pro
vide
a w
ritten
sum
mar
y of
a st
ory.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.2. P
rovi
de a
sum
mar
y of
a p
ortio
n of
a te
xt.
Ex. B
efor
e re
adin
g a
chap
ter i
n a
book
, sum
mar
ize w
hat h
as h
appe
ned
so fa
r (e.
g., T
he
teac
her a
sks t
he st
uden
t to
sum
mar
ize w
hat h
as h
appe
ned
thus
far.)
.Ex
. Whi
le re
adin
g a
stor
y, su
mm
arize
wha
t hap
pene
d (e
.g.,
The
teac
her s
tops
afte
r rea
ding
an
impo
rtan
t epi
sode
and
ask
s the
stud
ent t
o su
mm
arize
wha
t hap
pene
d.).
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.2. I
denti
fy a
title
for a
text
.Ex
. Giv
en a
n ar
ray
of p
ossib
le c
hoic
es fo
r a te
xt, i
denti
fy a
pla
usib
le ti
tle.
RL.1
1-12
.3. A
naly
ze th
e im
pact
of
the
auth
or’s
choi
ces r
egar
ding
ho
w to
dev
elop
and
rela
te
elem
ents
of a
stor
y or
dra
ma
(e.g
., w
here
a st
ory
is se
t, ho
w
the
actio
n is
orde
red,
how
the
char
acte
rs a
re in
trod
uced
and
de
velo
ped)
.
EERL
.11-
12.3
. Exp
lain
how
ch
arac
ters
dev
elop
ove
r the
co
urse
of a
stor
y.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.3
. Exp
lain
how
stor
y el
emen
ts im
pact
how
cha
ract
ers d
evel
op o
ver t
he c
ours
e of
the
stor
y.Ex
. Exp
lain
how
the
chan
ge o
f the
setti
ng im
pact
s the
dev
elop
men
t of t
he c
hara
cter
.Ex
. Exp
lain
how
eve
nts i
mpa
ct th
e de
velo
pmen
t of a
cha
ract
er (e
.g.,
A ch
arac
ter’s
reac
tion
to so
met
hing
that
hap
pens
in th
e st
ory
that
cha
nges
wha
t the
cha
ract
er d
oes n
ext.)
.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.3
. Exp
lain
how
cha
ract
ers d
evel
op o
ver t
he c
ours
e of
a st
ory.
Ex. E
xpla
in h
ow th
e ch
arac
ter’s
feel
ings
cha
nge
thro
ugho
ut th
e st
ory.
Ex. E
xpla
in h
ow th
e ch
arac
ter’s
lead
ersh
ip c
hang
es o
ver t
he c
ours
e of
the
stor
y.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.3. D
escr
ibe
a ch
arac
ter.
Ex. S
elec
t sev
eral
wor
ds fr
om a
n AA
C de
vice
that
des
crib
e th
e ch
arac
ter.
Ex. U
sing
a gr
aphi
c or
gani
zer,
reco
rd w
ords
that
des
crib
e a
char
acte
r.
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.3. I
denti
fy a
wor
d th
at d
escr
ibes
a c
hara
cter
.Ex
. Ide
ntify
a w
ord
from
a li
st o
f adj
ectiv
es th
at d
escr
ibes
the
char
acte
r.
English Language Arts | Grades 9-12 59
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Craft
and
Str
uctu
re.
RL.1
1-12
.4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es
as th
ey a
re u
sed
in th
e te
xt,
incl
udin
g fig
urati
ve a
nd
conn
otati
ve m
eani
ngs;
ana
lyze
th
e im
pact
of s
peci
fic w
ord
choi
ces o
n m
eani
ng a
nd to
ne,
incl
udin
g w
ords
with
mul
tiple
m
eani
ngs o
r lan
guag
e th
at is
pa
rticu
larly
fres
h, e
ngag
ing,
or
beau
tiful
. (In
clud
e Sh
akes
pear
e as
wel
l as o
ther
aut
hors
.)
EERL
.11-
12.4
. Det
erm
ine
how
w
ords
or p
hras
es w
ith m
ultip
le
mea
ning
s hav
e an
impa
ct o
n m
eani
ng o
r ton
e of
a te
xt.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.4
. Giv
e tw
o or
mor
e ex
ampl
es o
f how
the
auth
or’s
choi
ces o
f wor
ds a
nd
phra
ses i
mpa
ct th
e m
eani
ng(s
) and
tone
of t
he st
ory.
Ex. S
elec
t exa
mpl
es fr
om th
e st
ory
and
expl
ain
how
the
wor
ds o
r phr
ases
impa
ct m
eani
ng.
Ex. C
hoos
e w
ords
or p
hras
es th
at w
ould
cha
nge
the
stor
y if
mul
tiple
mea
ning
wor
ds w
ere
subs
titut
ed.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.4
. Det
erm
ine
how
wor
ds o
r phr
ases
with
mul
tiple
mea
ning
s hav
e an
impa
ct
on m
eani
ng o
r ton
e of
a te
xt.
Ex. I
nter
pret
wor
d m
eani
ngs w
ithin
a p
assa
ge a
ccor
ding
to c
onno
tatio
n (to
ne, e
moti
on) o
r co
ntex
t.Ex
. Loc
ate
an e
xam
ple
that
show
s how
the
auth
or’s
choi
ce o
f wor
ds im
pact
s the
mea
ning
an
d to
ne o
f the
stor
y.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.4. I
denti
fy m
eani
ng o
f mul
tiple
mea
ning
wor
ds a
s the
y ar
e us
ed in
a te
xt.
Ex. I
denti
fy th
e m
eani
ng o
f sin
k an
d cr
ash
whe
n th
ey a
re u
sed
in a
boo
k to
mea
n de
scen
d an
d do
ne ra
pidl
y (e
.g.,
The
foun
datio
n of
his
hous
e w
as st
artin
g to
sink
. He
took
a c
rash
co
urse
to le
arn
how
to fi
x it.
).
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.4. I
denti
fy th
e m
eani
ng o
f wor
ds a
s the
y ar
e us
ed in
a te
xt.
Ex. I
denti
fy a
pic
ture
that
repr
esen
ts th
e m
eani
ng o
f a w
ord
as it
is u
sed
in a
text
.
60 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.1
1-12
.5. A
naly
ze h
ow a
n au
thor
’s ch
oice
s con
cern
ing
how
to
stru
ctur
e sp
ecifi
c pa
rts o
f a
text
(e.g
., th
e ch
oice
of w
here
to
begi
n or
end
a st
ory,
the
choi
ce
to p
rovi
de a
com
edic
or t
ragi
c re
solu
tion)
con
trib
ute
to it
s ov
eral
l str
uctu
re a
nd m
eani
ng a
s w
ell a
s its
aes
theti
c im
pact
.
EERL
.11-
12.5
. Det
erm
ine
how
th
e au
thor
’s ch
oice
of w
here
to
end
the
stor
y co
ntrib
utes
to th
e m
eani
ng.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.5
. Exp
lain
how
the
stor
y w
ould
be
diffe
rent
if th
e au
thor
cho
se to
end
it a
t a
diffe
rent
poi
nt.
Ex. S
top
at d
iffer
ent ti
mes
in a
stor
y an
d de
term
ine
how
the
mea
ning
wou
ld b
e di
ffere
nt it
if
it en
ded
at a
diff
eren
t poi
nt.
Ex. T
ell h
ow th
e m
eani
ng w
ould
be
diffe
rent
if th
e au
thor
cho
se to
end
it a
t a d
iffer
ent
poin
t.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.5
. Det
erm
ine
how
the
auth
or’s
choi
ce o
f whe
re to
end
the
stor
y co
ntrib
utes
to
the
mea
ning
.Ex
. Det
erm
ine
how
the
stor
y w
ould
be
diffe
rent
it if
it e
nded
at a
diff
eren
t poi
nt (e
.g.,
befo
re S
croo
ge w
ent t
o vi
sit th
e Cr
atch
et fa
mily
).Ex
. Tel
l how
the
mea
ning
of t
he st
ory
wou
ld c
hang
e if
the
auth
or c
hose
to e
nd it
at a
di
ffere
nt p
oint
.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.5. I
denti
fy a
ltern
ative
end
ings
that
mat
ch th
e ov
eral
l mea
ning
of t
he st
ory.
Ex. A
fter r
eadi
ng a
stor
y an
d de
mon
stra
ting
unde
rsta
ndin
g of
the
over
all m
eani
ng, s
elec
t an
alte
rnati
ve e
ndin
g th
at w
ould
cha
nge
the
mea
ning
of t
he st
ory
from
a c
hoic
e of
thre
e.
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.5. I
denti
fy th
e be
ginn
ing
and
endi
ng o
f a st
ory.
Ex. U
sing
sequ
ence
car
ds, s
elec
t or p
oint
to b
egin
ning
and
end
ing.
RL.1
1-12
.6. A
naly
ze a
cas
e in
whi
ch g
rasp
ing
a po
int o
f vi
ew re
quire
s disti
ngui
shin
g w
hat i
s dire
ctly
stat
ed in
a
text
from
wha
t is r
eally
mea
nt
(e.g
., sa
tire,
sarc
asm
, iro
ny, o
r un
ders
tate
men
t).
EERL
.11-
12.6
. Ide
ntify
the
inte
nded
mea
ning
to m
atch
w
hat a
n au
thor
wro
te.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.6
. Des
crib
e th
e di
ffere
nce
betw
een
wha
t the
aut
hor o
r a c
hara
cter
said
and
w
hat h
e or
she
real
ly m
eant
.Ex
. Giv
en so
met
hing
an
auth
or sa
id, s
elec
t fro
m c
hoic
es a
stat
emen
t tha
t bes
t des
crib
es
wha
t the
aut
hor r
eally
mea
nt.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.6
. Ide
ntify
the
inte
nded
mea
ning
to m
atch
wha
t an
auth
or w
rote
.Ex
. Fro
m c
hoic
es, s
elec
t an
exam
ple
of w
hen
an a
utho
r sai
d on
e th
ing
but m
eant
ano
ther
(e
.g.,
The
auth
or sa
id “
That
’s ju
st g
reat
!” b
ut re
ally
mea
nt “
That
’s no
t goo
d.”)
.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.6. R
ecog
nize
the
liter
al m
eani
ng o
f wha
t the
aut
hor s
aid.
Ex. I
denti
fy th
e pi
ctur
e th
at b
est i
llust
rate
s a se
nten
ce w
ritten
by
the
auth
or.
Ex. G
iven
cho
ices
, ide
ntify
a w
ord
or p
hras
e th
at m
eans
the
sam
e th
ing
as w
hat t
he
auth
or in
tend
ed.
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.6. I
denti
fy so
met
hing
a c
hara
cter
said
.Ex
. Giv
en c
hoic
es, i
denti
fy so
met
hing
a c
hara
cter
said
.
English Language Arts | Grades 9-12 61
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Inte
grati
on o
f Kno
wle
dge
and
Idea
s.
RL.1
1-12
.7. A
naly
ze m
ultip
le
inte
rpre
tatio
ns o
f a st
ory,
dram
a,
or p
oem
(e.g
., re
cord
ed o
r liv
e pr
oduc
tion
of a
pla
y or
reco
rded
no
vel o
r poe
try)
, eva
luati
ng
how
eac
h ve
rsio
n in
terp
rets
the
sour
ce te
xt.
(Incl
ude
at le
ast o
ne
play
by
Shak
espe
are
and
one
play
by
an A
mer
ican
dra
mati
st.)
EERL
.11-
12.7
. Com
pare
two
or m
ore
inte
rpre
tatio
ns (e
.g.,
reco
rded
or l
ive
prod
uctio
n of
a
play
or r
ecor
ded
nove
l or p
oetr
y)
of a
stor
y, dr
ama,
or p
oem
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.7
. Com
pare
and
con
tras
t tw
o or
mor
e in
terp
reta
tions
(e.g
., re
cord
ed o
r liv
e pr
oduc
tion
of a
pla
y or
reco
rded
nov
el o
r poe
try)
of a
stor
y, dr
ama,
or p
oem
.Ex
. Usin
g a
grap
hic
orga
nize
r (e.
g., a
Ven
n di
agra
m),
com
pare
and
con
tras
t a st
ory,
poem
, or
dra
ma
pres
ente
d in
diff
eren
t way
s.Ex
. Giv
en tw
o op
inio
ns o
f wha
t a st
ory’
s mes
sage
is a
nd e
xpla
in th
e di
ffere
nces
bet
wee
n th
em.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.7
. Com
pare
two
or m
ore
inte
rpre
tatio
ns (e
.g.,
reco
rded
or l
ive
prod
uctio
n of
a
play
or r
ecor
ded
nove
l or p
oetr
y) o
f a st
ory,
dram
a, o
r poe
m.
Ex. U
sing
a gr
aphi
c or
gani
zer,
com
pare
two
way
s tha
t the
sam
e ch
arac
ter i
s pre
sent
ed in
tw
o di
ffere
nt in
terp
reta
tions
of t
he sa
me
stor
y (e
.g.,
In th
e vi
deo,
this
pers
on w
as b
ad; i
n th
e st
ory,
this
pers
on w
as g
ood.
).Ex
. Com
pare
two
way
s tha
t the
sam
e ev
ent i
s pre
sent
ed in
two
diffe
rent
inte
rpre
tatio
ns o
f th
e sa
me
stor
y (e
.g.,
In th
e vi
deo,
the
endi
ng is
hap
py; i
n th
e st
ory,
the
endi
ng w
as sa
d.).
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.7. C
ompa
re a
fam
iliar
stor
y w
ith a
vid
eo v
ersio
n of
the
sam
e st
ory.
Ex. U
sing
a Ve
nn d
iagr
am, fi
nd si
mila
rities
bet
wee
n a
fam
iliar
stor
y an
d a
vide
o on
the
sam
e st
ory.
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.7. I
denti
fy th
e fa
mili
ar b
ook
that
mat
ches
a v
ideo
ver
sion
of th
e sa
me
stor
y.Ex
. Afte
r wat
chin
g a
porti
on o
f a v
ideo
bas
ed o
n a
fam
iliar
stor
y, se
lect
the
book
that
m
atch
es th
e vi
deo
from
a se
lecti
on o
f tw
o or
mor
e bo
oks.
RL.1
1-12
.8. (
Not
app
licab
le to
lit
erat
ure)
EERL
.11-
12.8
. N/A
62 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RL.1
1-12
.9. D
emon
stra
te
know
ledg
e of
eig
htee
nth-
, ni
nete
enth
-, an
d ea
rly-
twen
tieth
-cen
tury
foun
datio
nal
wor
ks o
f Am
eric
an li
tera
ture
, in
clud
ing
how
two
or m
ore
text
s fr
om th
e sa
me
perio
d tr
eat
simila
r the
mes
or t
opic
s.
EERL
.11-
12.9
. Com
pare
and
co
ntra
st e
lem
ents
of A
mer
ican
lit
erat
ure
to o
ther
lite
rary
wor
ks,
self,
or o
ne’s
wor
ld.
(Com
pare
th
emes
, top
ics,
loca
tions
, co
ntex
t, an
d po
int o
f vie
w.)
Leve
l IV
AA
Stu
dent
s w
ill:
EERL
.11-
12.9
. Ana
lyze
how
ele
men
ts o
f Am
eric
an li
tera
ture
rela
te to
oth
er li
tera
ry w
orks
, se
lf, a
nd th
e w
orld
.Ex
. Ana
lyze
them
es (e
.g.,
educ
ation
, fam
ily, c
ultu
re) i
n Am
eric
an li
tera
ture
and
rela
te
them
to o
wn
expe
rienc
e.Ex
. Ana
lyze
them
es (e
.g.,
educ
ation
, fam
ily, c
ultu
re) i
n Am
eric
an li
tera
ture
and
rela
te
them
to w
orld
lite
ratu
re.
Leve
l III
AA
Stu
dent
s w
ill:
EERL
.11-
12.9
. Com
pare
and
con
tras
t ele
men
ts o
f Am
eric
an li
tera
ture
to o
ther
lite
rary
w
orks
, tex
ts, s
elf,
or o
ne’s
wor
ld. (
Com
pare
them
es, t
opic
s, lo
catio
ns, c
onte
xt, a
nd p
oint
of
vie
w.)
Ex. C
ompa
re a
nd c
ontr
ast c
omm
on th
emes
acr
oss m
ore
than
one
sour
ce o
f Am
eric
an
liter
atur
e (e
.g.,
“Wha
t is s
omet
hing
you
hav
e re
ad a
bout
in m
ore
than
one
boo
k or
st
ory?
”).
Ex. C
ompa
re a
nd c
ontr
ast t
he se
tting
s of a
wor
k of
Am
eric
an li
tera
ture
and
ano
ther
lit
erar
y w
orks
.
Leve
l II A
A S
tude
nts
will
:EE
RL.1
1-12
.9. C
ompa
re a
nd c
ontr
ast e
lem
ents
of A
mer
ican
lite
ratu
re to
self.
Ex. C
ompa
re re
latio
nshi
ps o
f cha
ract
ers i
n th
e st
ory
and
thei
r rel
ation
ship
s with
oth
ers
(e.g
., “H
e ha
s a fr
iend
and
I do
too.
”).
Ex. C
ompa
re a
nd c
ontr
ast t
he se
tting
(tim
e an
d lo
catio
n) o
f the
stor
y an
d w
here
they
live
(e
.g.,
“The
stor
y w
as lo
ng a
go, n
ot to
day.”
).
Leve
l I A
A S
tude
nts
will
:EE
RL.1
1-12
.9. I
denti
fy si
mila
rities
bet
wee
n el
emen
ts o
f Am
eric
an li
tera
ture
and
self.
Ex. I
denti
fy si
mila
rities
bet
wee
n th
e ch
arac
ter(
s) in
a p
iece
of A
mer
ican
lite
ratu
re a
nd se
lf (e
.g.,
“bot
h bo
ys”)
.Ex
. Ide
ntify
sim
ilariti
es b
etw
een
the
setti
ng in
a p
iece
of A
mer
ican
lite
ratu
re a
nd w
here
th
ey li
ve (e
.g.,
“tre
es”)
.Ra
nge
of R
eadi
ng a
nd L
evel
of
Text
Com
plex
ity.
RL.1
1-12
.10.
By
the
end
of
grad
e 11
, rea
d an
d co
mpr
ehen
d lit
erat
ure,
incl
udin
g st
orie
s,
dram
as, a
nd p
oem
s, in
the
grad
es 1
1–CC
R te
xt c
ompl
exity
ba
nd p
rofic
ient
ly, w
ith
scaff
oldi
ng a
s nee
ded
at th
e hi
gh
end
of th
e ra
nge.
EERL
.11-
12.1
0. *
*Thi
s Lite
ratu
re
Esse
ntial
Ele
men
t ref
eren
ces a
ll el
emen
ts a
bove
.
English Language Arts | Grades 9-12 63
Ele
ven
th-T
wel
fth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Rea
din
g (
Info
rmat
ion
al T
ext)
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Key
Idea
s an
d D
etai
ls.
RI.1
1-12
.1. C
ite st
rong
and
th
orou
gh te
xtua
l evi
denc
e to
su
ppor
t ana
lysis
of w
hat t
he
text
says
exp
licitl
y as
wel
l as
infe
renc
es d
raw
n fr
om th
e te
xt,
incl
udin
g de
term
inin
g w
here
the
text
leav
es m
atter
s unc
erta
in.
EERI
.11-
12.1
. Cite
text
ual
evid
ence
to d
eter
min
e w
here
in
form
ation
al te
xt le
aves
matt
ers
unce
rtai
n.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.1
. Cite
evi
denc
e to
show
how
info
rmati
on th
at is
miss
ing
or le
aves
matt
ers
unce
rtai
n in
the
text
impa
cts m
eani
ng(s
) and
pur
pose
.Ex
. Use
text
ual e
vide
nce
to m
ake
infe
renc
es a
bout
info
rmati
on th
at is
miss
ing
or u
ncer
tain
in
the
text
.Ex
. Des
crib
e ho
w c
laim
s are
use
d in
pro
paga
nda
to p
ersu
ade
opin
ions
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.1
. Cite
text
ual e
vide
nce
to d
eter
min
e w
here
info
rmati
onal
text
leav
es m
atter
s un
cert
ain.
Ex. U
se e
vide
nce
from
the
text
to id
entif
y w
here
info
rmati
on is
miss
ing
or u
ncer
tain
or
ambi
guou
s.Ex
. Cite
det
ails
as e
vide
nce
for c
onje
ctur
es a
bout
wha
t mig
ht h
appe
n th
at w
as n
ot
stat
ed in
text
(e.g
., Th
e m
an w
ill g
et th
e jo
b be
caus
e he
ans
wer
ed a
ll th
e qu
estio
ns in
the
inte
rvie
w.).
Ex. E
xpla
in h
ow st
ated
info
rmati
on is
use
d to
supp
ort u
nsta
ted
opin
ions
.Ex
. Tel
l if p
eopl
e w
ill b
uy a
pro
duct
of a
com
mer
cial
bec
ause
the
com
mer
cial
is b
elie
vabl
e or
not
.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.1. I
denti
fy m
eani
ng(s
) and
pur
pose
of t
he te
xt.
Ex. I
denti
fy th
at in
form
ation
is m
issin
g fr
om th
e te
xt.
Ex. I
denti
fy th
e in
tend
ed a
udie
nce
for t
he te
xt.
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.1. I
denti
fy ty
pes o
f inf
orm
ation
al te
xts.
Ex. I
denti
fy o
ne k
ey id
ea in
the
text
.Ex
. Seq
uenc
e ev
ents
in th
e te
xt.
64 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.2. D
eter
min
e tw
o or
m
ore
cent
ral i
deas
of a
text
and
an
alyz
e th
eir d
evel
opm
ent o
ver
the
cour
se o
f the
text
, inc
ludi
ng
how
they
inte
ract
and
bui
ld
on o
ne a
noth
er to
pro
vide
a
com
plex
ana
lysis
; pro
vide
an
obje
ctive
sum
mar
y of
the
text
.
EERI
.11-
12.2
. Pro
vide
a su
mm
ary
of a
n in
form
ation
al te
xt.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.2
. Pro
vide
a su
mm
ary
of a
n in
form
ation
al te
xt fo
r a sp
ecifi
ed p
urpo
se.
Ex. S
umm
arize
a n
ewsp
aper
arti
cle
to u
se in
ans
wer
ing
disc
ussio
n qu
estio
ns a
bout
a
curr
ent e
vent
.Ex
. Sum
mar
ize th
e st
eps i
n a
labo
rato
ry p
roce
dure
to u
se in
show
ing
how
a h
ypot
hesis
pr
ovid
ed b
y th
e te
ache
r was
test
ed.
Ex. S
umm
arize
info
rmati
onal
text
s to
use
in c
lass
ifyin
g th
em a
s app
ropr
iate
and
in
appr
opria
te so
urce
s of i
nfor
mati
on.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.2
. Pro
vide
a su
mm
ary
of a
n in
form
ation
al te
xt.
Ex. S
umm
arize
a n
ewsp
aper
arti
cle
on a
cur
rent
eve
nt.
Ex. S
umm
arize
wha
t the
y di
d in
a la
bora
tory
pro
cedu
re.
Ex. S
umm
arize
key
eve
nts f
rom
a h
istor
ical
text
.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.2. P
rovi
de a
sum
mar
y of
a p
ortio
n of
a te
xt.
Ex. B
efor
e re
adin
g a
chap
ter i
n a
book
, sum
mar
ize w
hat h
as h
appe
ned
so fa
r (e.
g., T
he
teac
her a
sks t
he st
uden
t to
sum
mar
ize w
hat h
as h
appe
ned
thus
far.)
.Ex
. Whi
le re
adin
g an
info
rmati
onal
text
, sum
mar
ize w
hat h
appe
ned
(e.g
., Th
e te
ache
r st
ops a
fter r
eadi
ng a
n im
port
ant s
ectio
n an
d as
ks th
e st
uden
t to
sum
mar
ize w
hat
happ
ened
.).
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.2. I
denti
fy fo
rms o
f med
ia.
Ex. N
ame
the
type
s of m
edia
(e.g
., “W
hich
one
is a
new
spap
er?”
).Ex
. Des
crib
e th
e ty
pe o
f inf
orm
ation
pre
sent
ed in
med
ia.
English Language Arts | Grades 9-12 65
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.3. A
naly
ze a
com
plex
se
t of i
deas
or s
eque
nce
of
even
ts a
nd e
xpla
in h
ow sp
ecifi
c in
divi
dual
s, id
eas,
or e
vent
s in
tera
ct a
nd d
evel
op o
ver t
he
cour
se o
f the
text
.
EERI
.11-
12.3
. Exp
lain
how
sp
ecifi
c ev
ents
dev
elop
ove
r the
co
urse
of t
he te
xt.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.3
. Exp
lain
how
seve
ral e
vent
s dev
elop
and
inte
ract
ove
r the
cou
rse
of th
e te
xt.
Ex. E
xpla
in th
e im
pact
of e
vent
A o
n ev
ent B
in th
e te
xt.
Ex. I
nfer
wha
t wou
ld h
appe
n in
the
text
if e
vent
A d
id n
ot o
ccur
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.3
. Exp
lain
how
spec
ific
even
ts d
evel
op o
ver t
he c
ours
e of
the
text
.Ex
. Exp
lain
how
the
actio
ns o
f one
indi
vidu
al re
sult
in th
e ac
tions
of a
noth
er in
divi
dual
(e
.g.,
“The
man
robb
ed a
ban
k so
the
polic
eman
arr
este
d hi
m.”)
.Ex
. Giv
en a
serie
s of s
tate
men
ts fr
om a
n in
form
ation
al te
xt re
flecti
ng h
ow o
ne a
ction
led
to a
noth
er, p
ut th
em in
cor
rect
sequ
ence
.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.3. I
denti
fy th
e re
latio
nshi
p be
twee
n ev
ents
in a
n in
form
ation
al te
xt.
Ex. I
denti
fy a
n ev
ent f
rom
an
info
rmati
onal
text
that
resu
lted
from
a p
revi
ous e
vent
(e.g
., Gi
ven
a pi
ctur
e of
lava
runn
ing
dow
n th
e sid
e of
a m
ount
ain,
the
stud
ent s
elec
ts fr
om tw
o ch
oice
s a p
ictu
re o
f a v
olca
no e
xplo
ding
.).Ex
. Giv
en a
n ev
ent f
rom
an
info
rmati
onal
text
, mat
ch it
to th
e ne
xt li
kely
occ
urre
nce.
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.3. M
atch
info
rmati
onal
sour
ces.
Ex. M
atch
hist
oric
al d
ocum
ents
on
the
sam
e to
pic
(e.g
., sim
ilar w
ords
in ti
tle o
r hea
ding
).Ex
. Mat
ch m
edia
dan
ger w
arni
ngs (
e.g.
, rad
io o
r tel
evisi
on fo
r tor
nado
s) to
war
ning
sign
s (e
.g.,
Dire
ction
s to
go to
bas
emen
t dur
ing
a to
rnad
o w
arni
ng.).
66 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Craft
and
Str
uctu
re.
RI.1
1-12
.4. D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es
as th
ey a
re u
sed
in a
text
, in
clud
ing
figur
ative
, con
nota
tive,
an
d te
chni
cal m
eani
ngs;
ana
lyze
ho
w a
n au
thor
use
s and
refin
es
the
mea
ning
of a
key
term
or
term
s ove
r the
cou
rse
of a
text
(e
.g.,
how
Mad
ison
defin
es
facti
on in
Fed
eral
ist N
o. 1
0).
EERI
.11-
12.4
. Det
erm
ine
the
mea
ning
of w
ords
or p
hras
es
with
in a
n in
form
ation
al te
xt.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.4
. Det
erm
ine
the
mea
ning
of p
hras
es u
sed
in a
n in
form
ation
al te
xt.
Ex. M
atch
figu
rativ
e dr
awin
gs w
ith m
eani
ngs.
Ex. E
xpla
in h
ow w
ord
choi
ce im
pact
s the
mea
ning
and
pur
pose
of a
n in
form
ation
al te
xt
(e.g
., us
ing
wor
ds li
ke d
ange
r tel
ls th
e re
ader
the
text
is a
bout
safe
ty).
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.4
. Det
erm
ine
the
mea
ning
of w
ords
or p
hras
es w
ithin
an
info
rmati
onal
text
.Ex
. Ide
ntify
wor
ds o
r phr
ases
with
mul
tiple
mea
ning
s.Ex
. Use
con
text
to d
eter
min
e th
e m
eani
ng o
f wor
ds in
an
info
rmati
onal
text
.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.4. I
denti
fy th
e m
eani
ng o
f wor
ds.
Ex. G
iven
mor
e th
an o
ne m
eani
ng, m
atch
wor
ds w
ith th
eir m
eani
ngs.
Ex. G
iven
mor
e th
an o
ne p
ictu
re, m
atch
wor
ds w
ith th
e ap
prop
riate
pic
ture
that
bes
t de
mon
stra
tes t
he m
eani
ng o
f the
wor
d.Ex
. Ide
ntify
info
rmati
onal
wor
ds im
port
ant t
o th
e st
uden
t (e.
g., l
ibra
ry, c
ompu
ter,
text
book
s, st
udy
hall,
and
oth
er c
onte
nt-s
peci
fic v
ocab
ular
y.).
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.4. M
atch
a w
ord
to a
pic
ture
from
a te
xt.
Ex. M
atch
a w
ord
to a
pic
ture
, dra
win
g, o
r ske
tch.
English Language Arts | Grades 9-12 67
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.5. A
naly
ze a
nd
eval
uate
the
effec
tiven
ess o
f the
st
ruct
ure
an a
utho
r use
s in
his
or h
er e
xpos
ition
or a
rgum
ent,
incl
udin
g w
heth
er th
e st
ruct
ure
mak
es p
oint
s cle
ar, c
onvi
ncin
g,
and
enga
ging
.
EERI
.11-
12.5
. Det
erm
ine
how
th
e au
thor
’s ch
oice
of w
here
to
mak
e an
arg
umen
t con
trib
utes
to
the
mea
ning
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.5
. Exp
lain
how
the
auth
or’s
choi
ce o
f str
uctu
re m
akes
an
argu
men
t mor
e co
nvin
cing
.Ex
. Rea
d or
list
en to
an
info
rmati
onal
text
and
indi
cate
whi
ch p
hras
es su
ppor
t the
aut
hor’s
ar
gum
ent a
nd te
ll ho
w th
ose
phra
ses m
ake
the
auth
or’s
argu
men
t mor
e co
nvin
cing
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.5
. Det
erm
ine
how
the
auth
or’s
choi
ce o
f whe
re to
mak
e an
arg
umen
t co
ntrib
utes
to th
e m
eani
ng.
Ex. S
how
whe
re in
an
info
rmati
onal
text
an
auth
or m
akes
an
argu
men
t and
tell
how
that
ch
oice
mak
es th
e ar
gum
ent m
ore
conv
inci
ng (e
.g.,
You
pay
atten
tion
to d
etai
ls be
caus
e th
e ar
gum
ent i
s up-
fron
t ins
tead
of b
eing
put
in th
e m
iddl
e.).
Ex. I
denti
fy tr
ansiti
onal
wor
ds th
at a
llow
the
read
er to
follo
w th
e ar
gum
ent t
he a
utho
r is
mak
ing
(e.g
., fir
st, t
hen,
nex
t, an
d la
st).
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.5. I
denti
fy k
ey w
ords
that
supp
ort a
utho
r’s c
hoic
e of
stru
ctur
e.Ex
. Rea
d or
list
en to
a st
ory
and
iden
tify
the
key
wor
ds in
an
info
rmati
onal
text
.Ex
. Giv
en w
ord
choi
ces,
iden
tify
the
bold
or i
talic
ized
wor
ds.
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.5. I
denti
fy b
old
wor
ds.
Ex. P
oint
to o
r oth
erw
ise in
dica
te w
ords
that
are
in b
old
type
in a
text
.
68 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.6. D
eter
min
e an
au
thor
’s po
int o
f vie
w o
r pu
rpos
e in
a te
xt in
whi
ch th
e rh
etor
ic is
par
ticul
arly
effe
ctive
, an
alyz
ing
how
styl
e an
d co
nten
t co
ntrib
ute
to th
e po
wer
, pe
rsua
siven
ess,
or b
eaut
y of
the
text
.
EERI
.11-
12.6
. Det
erm
ine
how
th
e au
thor
’s st
yle
affec
ts th
e pu
rpos
e of
the
text
.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.6
. Det
erm
ine
the
auth
or’s
poin
t of v
iew
and
exp
lain
how
the
auth
or’s
styl
e aff
ects
the
purp
ose
of th
e te
xt.
Ex. I
denti
fy k
ey w
ords
or p
hras
es th
at d
emon
stra
te th
e au
thor
’s op
inio
ns.
Ex. D
escr
ibe
the
auth
or’s
feel
ings
on
the
subj
ect a
nd se
lect
wor
ds o
r phr
ases
that
ex
empl
ify th
e au
thor
’s st
yle.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.6
. Det
erm
ine
how
the
auth
or’s
styl
e aff
ects
the
purp
ose
of th
e te
xt.
Ex. S
elec
t wor
d ch
oice
from
the
text
that
sugg
est i
ts p
urpo
se (e
.g.,
happ
y, sa
d, e
xcite
d,
dang
er, w
arni
ng, c
autio
n).
Ex. S
elec
t wor
ds o
r phr
ases
that
exe
mpl
ify th
e au
thor
’s st
yle.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.6. D
eter
min
e an
aut
hor’s
pur
pose
.Ex
. “W
hat i
s the
aut
hor t
ryin
g to
tell
you?
”Ex
. Giv
en c
hoic
es (e
.g.,
to te
ll ho
w to
do
som
ethi
ng, t
o ke
ep p
eopl
e sa
fe),
answ
er, “
Why
do
you
thin
k th
e au
thor
wan
ted
to w
rite
this?
”
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.6. I
denti
fy th
e pu
rpos
e of
info
rmati
onal
text
.Ex
. Ide
ntify
wha
t inf
orm
ation
a g
raph
dep
icts
(e.g
., m
eani
ng o
f war
ning
sign
s).
Ex. G
iven
a w
ord
and
a ch
oice
of p
urpo
se, i
denti
fy th
e pu
rpos
e (e
.g.,
dang
er, l
ocati
on
nam
e, d
irecti
ons)
.
English Language Arts | Grades 9-12 69
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Inte
grati
on o
f Kno
wle
dge
and
Idea
s.
RI.1
1-12
.7. I
nteg
rate
and
ev
alua
te m
ultip
le so
urce
s of
info
rmati
on p
rese
nted
in
diffe
rent
med
ia o
r for
mat
s (e.
g.,
visu
ally,
qua
ntita
tivel
y) a
s wel
l as
in w
ords
in o
rder
to a
ddre
ss a
qu
estio
n or
solv
e a
prob
lem
.
EERI
.11-
12.7
. Ana
lyze
in
form
ation
pre
sent
ed in
di
ffere
nt m
edia
on
rela
ted
topi
cs
to a
nsw
er q
uesti
ons o
r sol
ve
prob
lem
s.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.7
. Com
pare
and
ana
lyze
info
rmati
on p
rese
nted
from
diff
eren
t med
ia to
an
swer
que
stion
s or s
olve
pro
blem
s.Ex
. Com
pare
info
rmati
on fr
om tw
o co
mpu
ter o
r dig
ital s
ourc
es to
det
erm
ine
the
best
in
form
ation
to c
ompl
ete
rese
arch
to a
nsw
er q
uesti
ons o
r sol
ve p
robl
ems.
Ex. C
ompa
re in
form
ation
for t
wo
type
s of m
edia
and
det
erm
ine
whi
ch b
est a
nsw
ers t
he
ques
tions
or s
olve
s the
pro
blem
.
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.7
. Ana
lyze
info
rmati
on p
rese
nted
in d
iffer
ent m
edia
on
rela
ted
topi
cs to
an
swer
que
stion
s or s
olve
pro
blem
s.Ex
. Use
visu
als t
o an
swer
que
stion
s.Ex
. Use
a c
ompu
ter o
r dig
ital d
evic
e to
ans
wer
que
stion
s or c
ompl
ete
rese
arch
to a
nsw
er
ques
tions
.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.7. U
se v
isual
ly p
rese
nted
mat
eria
l to
answ
er q
uesti
ons.
Ex. S
elec
t a p
ictu
re th
at in
dica
tes a
n an
swer
to q
uesti
ons.
Ex. U
se v
isual
s to
illus
trat
e an
swer
s to
ques
tions
or i
denti
fy k
ey in
form
ation
from
text
.Ex
. Use
gra
phic
s to
answ
er q
uesti
ons.
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.7. A
ttend
to te
xt in
var
ious
med
ia.
Ex. T
rack
info
rmati
on p
rese
nted
on
a co
mpu
ter s
cree
n.Ex
. Fol
low
dire
ction
s fro
m a
bas
ic in
stru
ction
al v
ideo
.
70 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.8. D
elin
eate
and
ev
alua
te th
e re
ason
ing
in
sem
inal
U.S
. tex
ts, i
nclu
ding
the
appl
icati
on o
f con
stitu
tiona
l pr
inci
ples
and
use
of l
egal
re
ason
ing
(e.g
., in
U.S
. Sup
rem
e Co
urt m
ajor
ity o
pini
ons a
nd
diss
ents
) and
the
prem
ises,
pu
rpos
es, a
nd a
rgum
ents
in
wor
ks o
f pub
lic a
dvoc
acy
(e.g
., Th
e Fe
dera
list,
pres
iden
tial
addr
esse
s).
EERI
.11-
12.8
. Exp
lain
how
U.S
. te
xts i
nfor
m c
itize
ns’ r
ight
s.Le
vel I
V A
A S
tude
nts
will
:EE
RI.1
1-12
.8. E
valu
ate
and
expl
ain
how
U.S
. tex
ts in
form
citi
zens
’ rig
hts t
o ad
voca
te.
Ex. P
artic
ipat
e in
disc
ussio
n ab
out c
itize
ns’ r
ight
s.Ex
. Cre
ate
clas
sroo
m o
r sch
ool r
ight
s.Ex
. Exp
lain
how
citi
zens
’ rig
hts o
utlin
ed in
U.S
. doc
umen
ts im
pact
soci
ety
(pas
t and
pr
esen
t).
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.8
. Exp
lain
how
U.S
. tex
ts in
form
citi
zens
’ rig
hts.
Ex. G
iven
a ri
ght s
tate
d in
a U
.S. t
ext,
expl
ain
wha
t it m
eans
to th
e st
uden
t.Ex
. Illu
stra
te o
r sel
ect c
lipar
t to
illus
trat
e a
right
of U
.S. c
itize
ns p
rovi
ded
by th
e go
vern
men
t.Ex
. Disc
uss t
he re
latio
nshi
p be
twee
n hi
stor
ical
U.S
. doc
umen
ts a
nd se
lf.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.8. I
denti
fy U
.S. c
itize
ns’ r
ight
s.Ex
. Giv
en c
hoic
es a
nd e
xam
ples
, sel
ect t
heir
right
s.Ex
. Giv
en e
xam
ples
of a
ction
s, id
entif
y th
ose
that
a p
erso
n ha
s the
righ
t to
do.
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.8. R
ecog
nize
U.S
. citi
zens
’ rig
hts.
Ex. G
iven
repr
esen
tatio
ns o
f acti
ons a
nd a
sked
if th
e pe
rson
has
a ri
ght t
o do
it (e
.g.,
pers
on h
itting
som
eone
, per
son
taki
ng so
met
hing
from
som
eone
, per
son
goin
g to
scho
ol,
pers
on c
ross
ing
a st
reet
on
a w
alki
ng si
gnal
), an
swer
s “ye
s” o
r “no
”.
English Language Arts | Grades 9-12 71
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
RI.1
1-12
.9. A
naly
ze
seve
ntee
nth-
, eig
htee
nth-
, and
ni
nete
enth
-cen
tury
foun
datio
nal
U.S.
doc
umen
ts o
f hist
oric
al
and
liter
ary
signi
fican
ce
(incl
udin
g Th
e De
clar
ation
of
Inde
pend
ence
, the
Pre
ambl
e to
the
Cons
tituti
on, t
he B
ill o
f Ri
ghts
, and
Lin
coln
’s Se
cond
In
augu
ral A
ddre
ss) f
or th
eir
them
es, p
urpo
ses,
and
rhet
oric
al
feat
ures
.
EERI
.11-
12.9
. Det
erm
ine
the
purp
oses
of f
ound
ation
al U
. S.
doc
umen
ts o
f hist
oric
al
signi
fican
ce.
Leve
l IV
AA
Stu
dent
s w
ill:
EERI
.11-
12.9
. Com
pare
and
con
tras
t fou
ndati
onal
U.S
. doc
umen
ts o
f hist
oric
al si
gnifi
canc
e fo
r the
ir pu
rpos
es.
Ex. S
how
n tw
o hi
stor
ical
doc
umen
ts (e
.g.,
Bill
of R
ight
s and
Con
stitu
tion)
and
disc
ussin
g th
eir p
urpo
se w
ith th
e te
ache
r, in
dica
te th
e co
mm
on th
eme
of th
e hi
stor
ical
doc
umen
ts
(e.g
., rig
hts,
free
dom
).
Leve
l III
AA
Stu
dent
s w
ill:
EERI
.11-
12.9
. Det
erm
ine
the
purp
oses
of f
ound
ation
al U
.S. d
ocum
ents
of h
istor
ical
sig
nific
ance
.Ex
. Giv
en c
hoic
es, m
atch
the
Decl
arati
on o
f Ind
epen
denc
e to
its p
urpo
se o
f sep
arati
ng
from
Eng
land
/bec
omin
g ou
r ow
n na
tion.
Ex. G
iven
cho
ices
, mat
ch th
e Bi
ll of
Rig
hts t
o its
pur
pose
of g
ivin
g rig
hts t
o U.
S. c
itize
ns.
Leve
l II A
A S
tude
nts
will
:EE
RI.1
1-12
.9. I
denti
fy im
port
ant U
.S. d
ocum
ents
.Ex
. Whe
n gi
ven
choi
ces,
sele
ct si
gnifi
cant
U.S
. doc
umen
ts (e
.g.,
Bill
of R
ight
s, D
ecla
ratio
n of
Inde
pend
ence
).
Leve
l I A
A S
tude
nts
will
:EE
RI.1
1-12
.9. M
atch
sign
ifica
nt U
.S. d
ocum
ents
with
thei
r rep
rese
ntati
ons.
Ex. W
hen
give
n vi
sual
s of s
igni
fican
t U.S
. doc
umen
ts, m
atch
pic
ture
s with
the
sam
e do
cum
ent.
Rang
e of
Rea
ding
and
Lev
el o
f Te
xt C
ompl
exity
.
RI.1
1-12
.10.
By
the
end
of
grad
e 11
, rea
d an
d co
mpr
ehen
d lit
erar
y no
nficti
on in
the
grad
es
11–C
CR te
xt c
ompl
exity
ban
d pr
ofici
ently
, with
scaff
oldi
ng a
s ne
eded
at t
he h
igh
end
of th
e ra
nge.
EERI
.11-
12.1
0. *
*Thi
s Ess
entia
l El
emen
t ref
eren
ces a
ll el
emen
ts
abov
e.
72 Common Core Essential Elements
Ele
ven
th-T
wel
fth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Wri
tin
g
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Text
Typ
es a
nd P
urpo
ses.
W.1
1-12
.1. W
rite
argu
men
ts to
su
ppor
t cla
ims i
n an
ana
lysis
of
subs
tanti
ve to
pics
or t
exts
, usin
g va
lid re
ason
ing
and
rele
vant
and
su
ffici
ent e
vide
nce.
a.
Intr
oduc
e pr
ecise
, kn
owle
dgea
ble
clai
m(s
), es
tabl
ish th
e sig
nific
ance
of
the
clai
m(s
), di
sting
uish
th
e cl
aim
(s) f
rom
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd
crea
te a
n or
gani
zatio
n th
at
logi
cally
sequ
ence
s cla
im(s
), co
unte
rcla
ims,
reas
ons,
and
ev
iden
ce.
b.
Deve
lop
clai
m(s
) an
d co
unte
rcla
ims f
airly
and
th
orou
ghly,
supp
lyin
g th
e m
ost
rele
vant
evi
denc
e fo
r eac
h w
hile
po
intin
g ou
t the
stre
ngth
s and
lim
itatio
ns o
f bot
h in
a m
anne
r th
at a
ntici
pate
s the
aud
ienc
e’s
know
ledg
e le
vel,
conc
erns
, va
lues
, and
pos
sible
bia
ses.
EEW
.11-
12.1
.a-b
. Writ
e to
ex
pres
s an
opin
ion
with
su
ppor
ting
info
rmati
on a
bout
a
topi
c or
text
and
a c
oncl
udin
g st
atem
ent.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.1
.a-b
. Writ
e an
arg
umen
t to
supp
ort a
cla
im, i
ntro
duce
cou
nter
cla
ims,
and
pr
ovid
e re
ason
s or e
vide
nce
from
mul
tiple
sour
ces.
Ex. W
rite
a cl
aim
abo
ut so
met
hing
hap
peni
ng a
t sch
ool (
e.g.
, The
team
is g
ood.
), an
ar
gum
ent t
o su
ppor
t the
cla
im (e
.g.,
Joe
is o
n th
e te
am.),
and
a re
ason
(e.g
., H
e is
goo
d.)
and
intr
oduc
e a
coun
terc
laim
(e.g
., Th
e te
am is
not
win
ning
.).Ex
. Writ
e a
clai
m (e
.g.,
Gov
ernm
ent c
lass
is b
ad.)
and
an a
rgum
ent t
o su
ppor
t it (
e.g.
, It’s
to
o ha
rd.)
with
a re
ason
(e.g
., to
o m
any
new
wor
ds) a
nd in
trod
uces
a c
ount
ercl
aim
(e.g
., G
over
nmen
t cla
ss ta
lks
are
fun.
).
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.1
.a-b
. Writ
e to
exp
ress
an
opin
ion
with
supp
ortin
g in
form
ation
abo
ut a
topi
c or
text
and
a c
oncl
udin
g st
atem
ent.
Ex. W
rite
abou
t a p
erso
nal o
pini
on a
nd g
ive
mor
e th
an o
ne re
ason
supp
ortin
g th
e cl
aim
.Ex
. Giv
en a
stat
emen
t, ex
pres
s agr
eem
ent o
r disa
gree
men
t and
giv
e m
ore
than
one
re
ason
why
.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.1.a
-b. W
rite
a cl
aim
and
an
argu
men
t to
supp
ort i
t with
one
cle
ar re
ason
or
piec
e of
evi
denc
e.Ex
. Writ
e a
clai
m a
bout
som
ethi
ng h
appe
ning
at s
choo
l (e.
g., T
he te
am is
goo
d.),
an
argu
men
t to
supp
ort t
he c
laim
(e.g
., Jo
e is
on
the
team
.), a
nd a
reas
on (e
.g.,
He
is g
ood.
).Ex
. Writ
e a
clai
m (e
.g.,
No
runn
ing
in th
e ha
lls.),
an
argu
men
t to
supp
ort i
t (e.
g., I
t is
the
rule
.), a
nd a
reas
on (e
.g.,
Som
eone
will
get
kno
cked
dow
n.).
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.1.a
-b. W
ith g
uida
nce
and
supp
ort,
writ
e a
clai
m.
Ex. U
se a
read
y-m
ade
set-u
p in
mul
timed
ia so
ftwar
e to
cho
ose
wor
ds to
writ
e a
clai
m.
Ex. F
ollo
win
g a
teac
her-l
ed sm
all-g
roup
disc
ussio
n, d
urin
g w
hich
the
teac
her a
dds k
ey
wor
ds to
a c
hart
, cho
ose
an a
rgum
ent f
rom
two
positi
ons (
e.g.
, Tec
hnol
ogy
is gr
eat.
Te
chno
logy
is m
akin
g us
stup
id.),
and
writ
e, u
sing
wor
d pr
edic
tion
softw
are
and
a ta
lkin
g w
ord
proc
esso
r, al
ong
with
teac
her g
uida
nce
and
supp
ort a
s nee
ded,
idea
s to
supp
ort t
he
clai
m.
English Language Arts | Grades 9-12 73
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Use
wor
ds, p
hras
es,
and
clau
ses a
s wel
l as v
arie
d sy
ntax
to li
nk th
e m
ajor
secti
ons
of th
e te
xt, c
reat
e co
hesio
n,
and
clar
ify th
e re
latio
nshi
ps
betw
een
clai
m(s
) and
reas
ons,
be
twee
n re
ason
s and
evi
denc
e,
and
betw
een
clai
m(s
) and
co
unte
rcla
ims.
EEW
.11-
12.1
.c. N
/A
d.
Esta
blish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
w
hile
atte
ndin
g to
the
norm
s an
d co
nven
tions
of t
he
EEW
.11-
12.1
.d. N
/A
e.
Prov
ide
a co
nclu
ding
st
atem
ent o
r sec
tion
that
follo
ws
from
and
supp
orts
the
argu
men
t pr
esen
ted.
EEW
.11-
12.1
.e. N
/A
74 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.2. W
rite
info
rmati
ve/
expl
anat
ory
text
s to
exam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s,
and
info
rmati
on c
lear
ly a
nd
accu
rate
ly th
roug
h th
e eff
ectiv
e se
lecti
on, o
rgan
izatio
n, a
nd
anal
ysis
of c
onte
nt.
a.
Intr
oduc
e a
topi
c;
orga
nize
com
plex
idea
s,
conc
epts
, and
info
rmati
on so
th
at e
ach
new
ele
men
t bui
lds
on th
at w
hich
pre
cede
s it t
o cr
eate
a u
nifie
d w
hole
; inc
lude
fo
rmatti
ng (e
.g.,
head
ings
), gr
aphi
cs (e
.g.,
figur
es, t
able
s),
and
mul
timed
ia w
hen
usef
ul to
ai
ding
com
preh
ensio
n.b.
De
velo
p th
e to
pic
thor
ough
ly b
y se
lecti
ng th
e m
ost s
igni
fican
t and
rele
vant
fa
cts,
ext
ende
d de
finiti
ons,
co
ncre
te d
etai
ls, q
uota
tions
, or
othe
r inf
orm
ation
and
exa
mpl
es
appr
opria
te to
the
audi
ence
’s kn
owle
dge
of th
e to
pic.
EEW
.11-
12.2
.a-b
. Writ
e to
co
nvey
idea
s and
info
rmati
on
usin
g cl
ear o
rgan
izatio
n an
d in
clud
ing
fact
s, d
etai
ls, a
nd o
ther
in
form
ation
as w
ell a
s gra
phic
s an
d m
ultim
edia
as n
eede
d.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.2
.a-b
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.2
.a-b
. Writ
e to
con
vey
idea
s and
info
rmati
on u
sing
clea
r org
aniza
tion
and
incl
udin
g fa
cts,
det
ails,
and
oth
er in
form
ation
as w
ell a
s gra
phic
s and
mul
timed
ia a
s ne
eded
.Ex
. Res
earc
h a
topi
c of
inte
rest
and
writ
e ab
out i
t usin
g ev
iden
ce fr
om se
vera
l tex
ts.
Ex. W
rite
abou
t a to
pic
of in
tere
st d
raw
ing
on e
vide
nce
from
seve
ral w
ebsit
es a
nd
inco
rpor
ating
gra
phic
s to
supp
ort m
eani
ng.
Ex. W
rite
abou
t an
assig
ned
topi
c in
clud
ing
thre
e or
mor
e fa
cts o
r con
cret
e de
tails
dra
wn
from
mul
tiple
sour
ces.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.2.a
-b. W
rite
to c
onve
y id
eas a
nd in
form
ation
incl
udin
g fa
cts,
det
ails,
and
oth
er
info
rmati
on a
s wel
l as g
raph
ics a
nd m
ultim
edia
as n
eede
d.Ex
. Writ
e a
shor
t rep
ort f
or a
cla
ss in
clud
ing
illus
trati
ons o
r clip
art t
o su
ppor
t un
ders
tand
ing.
Ex. W
rite
to d
escr
ibe
a sc
hool
spor
ting
even
t say
ing
who
was
invo
lved
(coa
ch, t
eam
, kid
s)
and
wha
t hap
pene
d (h
ard
gam
e, w
e w
on).
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.2.a
-b. W
ith g
uida
nce
and
supp
ort,
writ
e to
con
vey
idea
s and
info
rmati
on.
Ex. G
iven
cho
ices
and
a v
arie
ty o
f writi
ng to
ols,
com
plet
e a
writi
ng sa
mpl
e ab
out a
giv
en
subj
ect o
r top
ic.
Ex. O
rgan
ize th
ree
topi
cally
rela
ted
pict
ures
from
a c
hoic
e of
seve
ral,
and
with
teac
her
guid
ance
and
supp
ort a
s nee
ded,
writ
e ab
out a
pre
ferr
ed to
pic
usin
g th
e pi
ctur
es to
gui
de
thin
king
, wor
d pr
edic
tion
softw
are
to a
ssist
spel
ling,
and
a ta
lkin
g w
ord
proc
esso
r to
mon
itor i
dea
cons
truc
tion.
English Language Arts | Grades 9-12 75
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Use
app
ropr
iate
and
va
ried
tran
sition
s and
synt
ax to
lin
k th
e m
ajor
secti
ons o
f the
te
xt, c
reat
e co
hesio
n, a
nd c
larif
y th
e re
latio
nshi
ps a
mon
g co
mpl
ex
idea
s and
con
cept
s.
EEW
.11-
12.2
.c. N
/A
d.
Use
pre
cise
lang
uage
, do
mai
n-sp
ecifi
c vo
cabu
lary
, and
te
chni
ques
such
as m
etap
hor,
simile
, and
ana
logy
to m
anag
e th
e co
mpl
exity
of t
he to
pic.
EEW
.11-
12.2
.d. N
/A
e.
Esta
blish
and
mai
ntai
n a
form
al st
yle
and
obje
ctive
tone
w
hile
atte
ndin
g to
the
norm
s an
d co
nven
tions
of t
he d
iscip
line
in w
hich
they
are
writi
ng.
EEW
.11-
12.2
.e. N
/A
f. Pr
ovid
e a
conc
ludi
ng
stat
emen
t or s
ectio
n th
at
follo
ws f
rom
and
supp
orts
the
info
rmati
on o
r exp
lana
tion
pres
ente
d (e
.g.,
artic
ulati
ng
impl
icati
ons o
r the
sign
ifica
nce
of th
e to
pic)
.
EEW
.11-
12.2
.f. N
/A
76 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.3. W
rite
narr
ative
s to
dev
elop
real
or i
mag
ined
ex
perie
nces
or e
vent
s usin
g eff
ectiv
e te
chni
que,
wel
l-cho
sen
deta
ils, a
nd w
ell-s
truc
ture
d ev
ent s
eque
nces
.a.
En
gage
and
orie
nt th
e re
ader
by
setti
ng o
ut a
pro
blem
, sit
uatio
n, o
r obs
erva
tion
and
its
signi
fican
ce, e
stab
lishi
ng o
ne
or m
ultip
le p
oint
(s) o
f vie
w,
and
intr
oduc
ing
a na
rrat
or a
nd/
or c
hara
cter
s; c
reat
e a
smoo
th
prog
ress
ion
of e
xper
ienc
es o
r ev
ents
.b.
U
se n
arra
tive
tech
niqu
es, s
uch
as d
ialo
gue,
pa
cing
, des
crip
tion,
refle
ction
, an
d m
ultip
le p
lot l
ines
, to
deve
lop
expe
rienc
es, e
vent
s,
and/
or c
hara
cter
s.c.
U
se a
var
iety
of
tech
niqu
es to
sequ
ence
eve
nts
so th
at th
ey b
uild
on
one
anot
her t
o cr
eate
a c
oher
ent
who
le a
nd b
uild
tow
ard
a pa
rticu
lar t
one
and
outc
ome
(e.g
., a
sens
e of
mys
tery
, su
spen
se, g
row
th, o
r res
oluti
on).
EEW
.11-
12.3
. Sel
ect a
n ev
ent o
r pe
rson
al e
xper
ienc
e an
d w
rite
abou
t it.
a-c.
In
trod
uce
an e
xper
ienc
e or
situ
ation
, at l
east
one
ch
arac
ter,
and
desc
ribe
mul
tiple
ev
ents
in se
quen
ce.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.3
.a-c
. Int
rodu
ce a
n ex
perie
nce
or si
tuati
on in
clud
ing
mul
tiple
cha
ract
ers a
nd
the
desc
riptio
n of
mul
tiple
eve
nts i
n se
quen
ce.
Ex. P
rovi
de a
n in
trod
uctio
n of
a p
robl
em, s
ituati
on, o
r eve
nt; i
ntro
duce
mul
tiple
cha
ract
ers;
and
use
sim
ple
sent
ence
s to
writ
e ab
out m
ultip
le e
vent
s.Ex
. Afte
r rea
ding
and
disc
ussin
g a
non-
fictio
n te
xt, w
rite
a su
mm
ary
abou
t an
even
t, th
e sit
uatio
n,
the
acto
rs, a
nd th
e ac
tions
.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.3
.a-c
. Int
rodu
ce a
n ex
perie
nce
or si
tuati
on, a
t lea
st o
ne c
hara
cter
, and
de
scrib
e m
ultip
le e
vent
s in
sequ
ence
.Ex
. Pro
vide
an
intr
oduc
tion
of a
pro
blem
, situ
ation
, or e
vent
; int
rodu
ce th
e na
rrat
or o
r cha
ract
ers;
an
d us
e se
quen
cing
to e
stab
lish
tone
and
out
com
es (e
.g.,
a se
nse
of m
yste
ry, s
uspe
nse,
gro
wth
, and
re
solu
tion)
.Ex
. Pro
duce
a w
riting
sam
ple
that
des
crib
es a
rece
nt o
r im
agin
ed e
vent
of i
nter
est (
e.g.
, vac
ation
, fie
ld tr
ip, w
alk
on th
e m
oon,
flyi
ng in
the
air)
incl
udin
g ch
arac
ters
and
des
crip
tions
of m
ultip
le
even
ts in
sequ
ence
.Ex
. Afte
r rea
ding
and
disc
ussin
g a
hist
ory
or sc
ienc
e te
xt, g
ener
ate
grou
p no
tes i
n vi
sual
pla
nnin
g so
ftwar
e, c
onve
rt th
ose
visu
al n
otes
into
a w
ritten
out
line
in th
e so
ftwar
e, a
nd e
xpan
d th
ose
note
s in
a ta
lkin
g w
ord
proc
esso
r int
o a
sum
mar
y ab
out a
n ev
ent (
e.g.
, im
mig
rant
s com
ing
to A
mer
ica)
, th
e sit
uatio
n (n
ot e
noug
h fo
od),
the
acto
rs (i
mm
igra
nts)
, the
acti
ons (
got i
n sh
ip, c
ome
to A
mer
ica,
ge
t job
s).
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.3.a
-c. I
ntro
duce
an
expe
rienc
e or
situ
ation
des
crib
ing
at le
ast o
ne c
hara
cter
an
d on
e ev
ent.
Ex. P
rovi
de a
n in
trod
uctio
n of
a si
tuati
on o
r eve
nt, i
ntro
duce
a c
hara
cter
, and
rela
te o
ne th
ing
that
ha
ppen
ed.
Ex. P
rodu
ce a
writi
ng sa
mpl
e th
at d
escr
ibes
a re
cent
eve
nt o
f int
eres
t (e.
g., v
acati
on, fi
eld
trip
, sc
ienc
e cl
ass e
xper
imen
t) in
clud
ing
a ch
arac
ter a
nd d
escr
ibin
g on
e th
ing
that
hap
pene
d.Ex
. Afte
r rea
ding
and
disc
ussin
g a
non-
fictio
n te
xt, i
denti
fy k
ey a
ctor
s and
eve
nts f
rom
a li
st o
n an
in
tera
ctive
whi
tebo
ard,
and
writ
e a
sum
mar
y us
ing
a te
mpl
ate
(e.g
., Th
is te
xt is
abo
ut <
even
t>.
The
imm
igra
nts <
did
wha
t tw
o th
ings
> be
caus
e <w
hat d
id th
ey w
ant>
.).
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.3.a
-c. W
ith g
uida
nce
and
supp
ort,
writ
e ab
out a
per
sona
l exp
erie
nce.
Ex. U
se w
ord
pred
ictio
n so
ftwar
e an
d te
ache
r sup
port
and
gui
danc
e (e
.g.,
The
teac
her a
sks,
“W
here
di
d yo
u go
? W
hat d
id y
ou se
e? H
ear?
Do?
”) to
writ
e ab
out a
vac
ation
, sel
ectin
g pi
ctur
es o
f the
pe
ople
who
wen
t (m
om, d
ad, a
nd m
e) a
nd e
vent
s (be
ach,
sw
imm
ing,
and
fish
ing)
.Ex
. Use
wor
ds o
r sym
bols
prov
ided
by
the
teac
her t
o w
rite
abou
t dai
ly e
vent
s.Ex
. Hav
ing
seen
a p
hoto
from
a fi
eld
trip
, use
a m
ulti-
mes
sage
dev
ice
to c
omm
unic
ate
abou
t the
ex
perie
nce
(Go
farm
. H
appy
.), w
hich
the
teac
her w
ill w
rite
belo
w th
e ph
oto
and
read
alo
ud a
s the
st
uden
t obs
erve
s.Ex
, With
teac
her g
uida
nce
and
supp
ort a
s nee
ded
thro
ugho
ut e
very
step
of t
he p
roce
ss: s
elec
t thr
ee
digi
tal p
hoto
s of a
rece
nt fi
eld
trip
, bra
inst
orm
wor
ds a
nd id
eas a
bout
wha
t hap
pene
d w
ith a
smal
l gr
oup
of p
eers
, ent
erin
g th
e id
eas i
n a
grap
hic
orga
nize
r, co
nver
t the
gra
phic
to a
text
out
line,
and
w
rite
unde
r eac
h pi
ctur
e w
hat h
appe
ned,
usin
g w
ord
pred
ictio
n so
ftwar
e w
ith a
topi
c di
ction
ary
rela
ted
to th
e ex
perie
nce
and
a ta
lkin
g w
ord
proc
esso
r.
English Language Arts | Grades 9-12 77
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
d.
Use
pre
cise
wor
ds a
nd
phra
ses,
telli
ng d
etai
ls, a
nd
sens
ory
lang
uage
to c
onve
y a
vivi
d pi
ctur
e of
the
expe
rienc
es,
even
ts, s
etting
, and
/or
char
acte
rs.
EEW
.11-
12.3
.d. N
/A
e.
Prov
ide
a co
nclu
sion
that
follo
ws f
rom
and
refle
cts o
n w
hat i
s exp
erie
nced
, obs
erve
d,
or re
solv
ed o
ver t
he c
ours
e of
th
e na
rrati
ve.
EEW
.11-
12.3
.e. N
/A
Prod
ucti
on a
nd D
istr
ibuti
on o
f W
riti
ng.
W.1
1-12
.4. P
rodu
ce c
lear
and
co
here
nt w
riting
in w
hich
the
deve
lopm
ent,
orga
niza
tion,
and
st
yle
are
appr
opria
te to
task
, pu
rpos
e, a
nd a
udie
nce.
(Gr
ade-
spec
ific
expe
ctati
ons f
or w
riting
ty
pes a
re d
efine
d in
stan
dard
s 1–
3 ab
ove.
)
EEW
.11-
12.4
. Pro
duce
writi
ng
that
is a
ppro
pria
te to
a p
artic
ular
ta
sk, p
urpo
se, a
nd a
udie
nce.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.4
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.4
. Pro
duce
writi
ng th
at is
app
ropr
iate
to a
par
ticul
ar ta
sk, p
urpo
se, a
nd
audi
ence
.Ex
. Com
plet
e a
job
appl
icati
on u
sing
a ta
lkin
g w
ord
proc
esso
r.Ex
. Mak
e a
list o
f thi
ngs t
o pa
ck fo
r a tr
ip u
sing
a ta
lkin
g w
ord
proc
esso
r with
wor
d pr
edic
tion
softw
are.
Ex. W
rite
a fr
iend
ly le
tter t
o a
frie
nd.
Ex. U
se a
form
to w
rite
a no
te c
ompl
aini
ng a
bout
serv
ice
to a
bus
ines
s.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.4. W
ith g
uida
nce
and
supp
ort,
prod
uce
writi
ng th
at is
app
ropr
iate
to th
e ta
sk,
purp
ose,
or a
udie
nce.
Ex. U
se a
set o
f gui
delin
es, w
ord
pred
ictio
n so
ftwar
e, a
nd a
talk
ing
wor
d pr
oces
sor t
o w
rite
a fr
iend
ly le
tter w
ith a
gre
eting
, bod
y, a
nd a
clo
sing.
Ex. F
ill in
wor
ds o
n a
com
plai
nt fo
rm to
a b
usin
ess u
sing
a w
ord
bank
pro
vide
d by
a
teac
her.
Ex. M
ake
a lis
t of t
hree
or f
our s
teps
nee
ded
to c
ompl
ete
a co
okin
g ta
sk b
y re
spon
ding
to
ques
tions
in g
raph
ic o
rgan
izer s
oftw
are
(e.g
., Li
st a
ll th
e th
ings
you
did
. W
hat d
id y
ou d
o fir
st?
Wha
t did
you
do
next
? W
hat w
as th
e la
st th
ing
you
did?
), w
hich
is th
en c
onve
rted
to
a te
xt o
utlin
e an
d im
port
ed in
to a
talk
ing
wor
d pr
oces
sor,
whe
re st
uden
ts e
xpan
d on
th
e no
tes a
nd c
heck
acc
urac
y.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.4. W
ith g
uida
nce
and
supp
ort,
writ
e.Ex
. Giv
en c
hoic
es a
nd a
var
iety
of a
dapti
ve w
riting
tool
s, c
ompl
ete
a w
riting
sam
ple
(wor
d or
wor
ds) a
bout
a g
iven
subj
ect o
r top
ic.
Ex. U
se p
hoto
s to
prom
pt to
pic
focu
s and
a k
eybo
ard
to ty
pe le
tters
to ty
pe in
tera
ctive
ly
with
a p
eer w
ho p
rovi
des a
mod
el b
y w
riting
con
venti
onal
ly b
ut si
mpl
y.Ex
. Use
mul
tiple
mes
sage
voi
ce o
utpu
t dev
ice
inte
rfac
ed w
ith a
com
pute
r and
hel
p fr
om
an a
dult
who
nav
igat
es to
the
desir
ed p
age
to m
ake
a lis
t of f
ree
choi
ce a
ctivi
ties a
nd th
en
type
s lett
er-b
y-le
tter a
bout
eac
h ac
tivity
.
78 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.5. D
evel
op a
nd
stre
ngth
en w
riting
as n
eede
d by
pla
nnin
g, re
visin
g,
editi
ng, r
ewriti
ng, o
r try
ing
a ne
w a
ppro
ach,
focu
sing
on a
ddre
ssin
g w
hat i
s mos
t sig
nific
ant f
or a
spec
ific
purp
ose
and
audi
ence
.
EEW
.11-
12.5
. Dev
elop
and
st
reng
then
writi
ng a
s nee
ded
by
plan
ning
, rev
ising
, edi
ting,
and
re
writi
ng.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.5
. Dev
elop
and
stre
ngth
en w
riting
as n
eede
d by
pla
nnin
g, re
visin
g, e
ditin
g,
and
rew
riting
for a
spec
ific
purp
ose
and
audi
ence
.Ex
. Com
plet
e th
e w
riting
pro
cess
and
use
var
ious
reso
urce
s for
revi
sing
(e.g
., pe
er a
nd
teac
her f
eedb
ack,
rere
adin
g w
ith a
talk
ing
wor
d pr
oces
sor)
, and
edi
ting
(e.g
., a
wor
d w
all,
spel
l che
ck, w
ord
pred
ictio
n so
ftwar
e) to
com
plet
e w
riting
s for
var
ious
pur
pose
s.Ex
. Edi
t a w
riting
sam
ple
usin
g va
rious
reso
urce
s to
mak
e th
e sa
mpl
e m
ore
desc
riptiv
e.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.5
. Dev
elop
and
stre
ngth
en w
riting
as n
eede
d by
pla
nnin
g, re
visin
g, e
ditin
g,
and
rew
riting
.Ex
. With
teac
her g
uida
nce
and
supp
ort u
pon
requ
est,
com
plet
e th
e w
riting
pro
cess
an
d us
e va
rious
reso
urce
s for
revi
sing
(e.g
., pe
er a
nd te
ache
r fee
dbac
k, re
read
ing
with
a
talk
ing
wor
d pr
oces
sor)
, and
edi
ting
(e.g
., a
wor
d w
all,
spel
l che
ck, w
ord
pred
ictio
n so
ftwar
e) to
com
plet
e w
riting
s for
var
ious
pur
pose
s.Ex
. Use
the
writi
ng p
roce
ss a
nd v
ario
us re
sour
ces t
o su
mm
arize
info
rmati
on to
mak
e it
clea
r.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.5. D
evel
op a
nd st
reng
then
writi
ng b
y pl
anni
ng a
nd w
riting
.Ex
. With
teac
her g
uida
nce
and
supp
ort a
s nee
ded,
afte
r rea
ding
a sc
ienc
e te
xt, w
ork
with
a c
lass
mat
e to
take
not
es in
gra
phic
org
anize
r soft
war
e, c
onve
rt th
e gr
aphi
c re
pres
enta
tion
into
an
outli
ne, a
nd u
se w
ord
pred
ictio
n so
ftwar
e w
ith a
spec
ific
topi
c di
ction
ary
to c
ompl
ete
the
L co
lum
n of
a K
WL
char
t, sh
are
it w
ith a
noth
er p
air o
f cl
assm
ates
, and
revi
se a
s a su
mm
ary
of le
arni
ng b
ased
on
peer
feed
back
.Ex
. Giv
en a
topi
c an
d a
sam
ple
brai
nsto
rmin
g bu
bble
, gen
erat
e id
eas a
nd w
rite
them
do
wn.
Ex. F
ill in
an
outli
ne b
efor
e be
ginn
ing
the
writi
ng p
roce
ss (t
opic
, thr
ee d
etai
ls, a
nd
conc
lusio
n) a
nd u
se it
to w
rite.
Ex. W
ork
with
pee
rs to
pla
n a
writt
en re
port
of t
heir
rese
arch
pro
ject
. Ea
ch ta
kes t
urns
re
adin
g w
hat t
hey
have
to o
ne a
noth
er a
nd th
en th
e gr
oup
wor
ks to
geth
er to
add
idea
s to
a g
raph
ic o
rgan
izer p
rovi
ded
by th
e te
ache
r. F
inal
ly, th
e st
uden
t add
s ide
as fr
om th
e gr
aphi
c or
gani
zer t
o ow
n w
riting
to st
reng
then
it.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.5. W
ith g
uida
nce
and
supp
ort,
deve
lop
and
stre
ngth
en w
riting
by
plan
ning
and
re
visin
g.Ex
. Com
plet
e a
grap
hic
orga
nize
r with
a p
eer,
a gr
oup,
or a
n ad
ult a
nd u
se it
to a
dd m
ore
info
rmati
on to
a w
riting
sam
ple,
and
add
new
info
rmati
on b
ased
on
spec
ific
teac
her
feed
back
.Ex
. With
teac
her g
uida
nce
and
supp
ort,
wor
d pr
edic
tion
softw
are
(e.g
., Th
e te
ache
r ask
s,
“Wha
t sou
nd d
o yo
u he
ar a
t the
beg
inni
ng o
f cat
?”),
talk
ing
wor
d pr
oces
sor (
e.g.
, The
te
ache
r say
s, “
It sa
id c
ar.
I tho
ught
you
wer
e tr
ying
to w
rite
cat.
Wha
t can
we
chan
ge
to m
ake
it sa
y ca
t? W
hat e
lse c
an y
ou sa
y ab
out t
he c
at?”
), w
rite
abou
t fam
iliar
pic
ture
s fr
om a
favo
rite
text
, and
, fol
low
ing
peer
feed
back
, rep
eat t
he p
roce
ss th
e ne
xt d
ay.
English Language Arts | Grades 9-12 79
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.6. U
se te
chno
logy
, in
clud
ing
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
indi
vidu
al o
r sha
red
writi
ng
prod
ucts
in re
spon
se to
ong
oing
fe
edba
ck, i
nclu
ding
new
ar
gum
ents
or i
nfor
mati
on.
EEW
.11-
12.6
. Use
tech
nolo
gy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h an
d up
date
an
indi
vidu
al o
r sha
red
writi
ng
proj
ect.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.6
. Use
tech
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce,
pub
lish,
revi
se, a
nd
upda
te in
divi
dual
writi
ng p
rodu
cts b
ased
on
feed
back
.Ex
. Use
tech
nolo
gy to
upd
ate,
edi
t, an
d re
vise
a p
iece
of o
wn
writi
ng.
Ex. U
se ta
lkin
g w
ord
proc
esse
r to
liste
n to
firs
t dra
ft an
d de
cide
wha
t inf
orm
ation
to a
dd,
spel
l che
ck a
nd g
ram
mar
che
ck to
edi
t, an
d th
en e
xpor
t dig
ital d
raft
to c
lass
wik
i.Ex
. Hav
ing
publ
ished
a d
raft
in a
dig
ital w
riting
env
ironm
ent (
e.g.
, web
site,
wik
i, bl
og),
revi
ew c
omm
ents
of c
lass
mat
es a
bout
the
draft
, dow
nloa
d it
to a
talk
ing
wor
d pr
oces
sor
with
wor
d pr
edic
tion
softw
are,
revi
se it
bas
ed o
n th
e fe
edba
ck, a
nd u
ploa
d ba
ck to
the
digi
tal w
riting
env
ironm
ent.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.6
. Use
tech
nolo
gy, i
nclu
ding
the
Inte
rnet
, to
prod
uce,
pub
lish,
and
upd
ate
an
indi
vidu
al o
r sha
red
writi
ng p
roje
ct.
Ex. U
se te
chno
logy
with
pee
rs to
com
plet
e a
shar
ed e
lect
roni
c w
riting
pro
duct
and
prin
t it
out (
e.g.
, a li
st o
f tas
ks to
com
plet
e a
proj
ect,
a sh
ort r
epor
t).
Ex. U
se te
chno
logy
to fi
ll in
a w
riting
fram
e (e
.g.,
lette
r, ap
plic
ation
) to
prod
uce
indi
vidu
al
writi
ng.
Ex. C
ompo
se a
text
in c
omic
softw
are,
exp
ort i
t to
a ta
lkin
g w
ord
proc
esso
r to
chec
k fo
r m
eani
ng, r
evise
, and
re-u
ploa
d.Ex
. Use
wor
d pr
edic
tion
softw
are
to m
ake
entr
ies i
n th
e cl
ass b
log
or w
iki o
n va
rious
to
pics
.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.6. U
se te
chno
logy
, inc
ludi
ng th
e In
tern
et, t
o pr
oduc
e an
indi
vidu
al o
r sha
red
writi
ng p
roje
ct.
Ex. A
fter r
evie
win
g an
d di
scus
sing
a sh
ared
writi
ng p
rodu
ct, a
dd se
nten
ces t
o co
mpl
ete
an
elec
tron
ic sh
ared
writi
ng p
rodu
ct a
nd p
rint i
t out
.Ex
. Use
tech
nolo
gy to
add
a se
nten
ce in
an
elec
tron
ic sh
ared
writi
ng p
rodu
ct.
Ex. U
se o
nlin
e co
mm
unic
ation
softw
are
to te
xt m
essa
ge w
ith a
n e-
budd
y in
ano
ther
cl
assr
oom
or s
choo
l.Ex
. Use
a te
ache
r-cre
ated
or t
each
er-id
entifi
ed w
ebsit
e to
lear
n ab
out a
topi
c w
ith a
pee
r, ta
ke n
otes
with
the
peer
in g
raph
ic o
rgan
izer s
oftw
are,
con
vert
the
grap
hic
orga
nize
r to
an
outli
ne, a
nd c
o-au
thor
a su
mm
ary.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.6. U
se te
chno
logy
to p
rodu
ce a
writi
ng sa
mpl
e.Ex
. Use
a c
ompu
ter t
o pr
oduc
e a
writi
ng sa
mpl
e.Ex
. Use
a k
eybo
ard
to ty
pe le
tters
and
wor
ds in
tera
ctive
ly w
ith a
pee
r or a
dult
who
type
s sim
ple,
con
venti
onal
ly sp
elle
d m
essa
ges.
Ex. U
se a
key
boar
d pr
ogra
mm
ed fo
r onl
y al
phab
et le
tters
and
a sp
ace
bar,
wor
d pr
edic
tion
softw
are,
and
a ta
lkin
g w
ord
proc
esso
r with
a p
eer m
odel
to ta
ke tu
rns t
ypin
g te
xt
mes
sage
s in
inst
ant m
essa
ging
softw
are.
80 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Rese
arch
to B
uild
and
Pre
sent
Kn
owle
dge.
W.1
1-12
.7. C
ondu
ct sh
ort a
s w
ell a
s mor
e su
stai
ned
rese
arch
pr
ojec
ts to
ans
wer
a q
uesti
on
(incl
udin
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; na
rrow
or b
road
en th
e in
quiry
w
hen
appr
opria
te; s
ynth
esize
m
ultip
le so
urce
s on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of
the
subj
ect u
nder
inve
stiga
tion.
EEW
.11-
12.7
. Con
duct
shor
t re
sear
ch p
roje
cts t
o an
swer
qu
estio
ns p
osed
by
self
and
othe
rs u
sing
mul
tiple
sour
ces o
f in
form
ation
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.7
. Con
duct
rese
arch
pro
ject
s to
answ
er q
uesti
ons p
osed
by
self
and
othe
rs
usin
g m
ultip
le so
urce
s of i
nfor
mati
on.
Ex. I
nter
act w
ith a
var
iety
of w
ebsit
es u
sing
a sc
reen
read
er to
acc
ess t
he in
form
ation
in
orde
r to
answ
er q
uesti
ons p
osed
by
the
teac
her a
nd g
ener
ate
addi
tiona
l que
stion
s of h
is or
her
ow
n.Ex
. Com
plet
e th
e K
and
W c
olum
n of
a K
WL
char
t on
a pa
rticu
lar i
nfor
mati
onal
topi
c, a
nd
then
visi
t a v
arie
ty o
f web
sites
to a
nsw
er q
uesti
ons t
hey
pose
d in
the
W c
olum
n an
d ta
ke
note
s in
the
L co
lum
n as
they
do
so.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.7
. Con
duct
shor
t res
earc
h pr
ojec
ts to
ans
wer
que
stion
s pos
ed b
y se
lf an
d ot
hers
usin
g m
ultip
le so
urce
s of i
nfor
mati
on.
Ex. I
nter
act w
ith a
var
iety
of w
ebsit
es u
sing
a sc
reen
read
er to
acc
ess t
he in
form
ation
in
orde
r to
answ
er q
uesti
on p
osed
by
the
teac
her a
nd to
gen
erat
e tw
o ad
ditio
nal q
uesti
ons.
Ex. C
ompl
ete
the
K an
d W
col
umn
of a
KW
L ch
art o
n a
parti
cula
r inf
orm
ation
al to
pic,
and
th
en v
isit a
web
site
and
a bo
ok to
ans
wer
que
stion
s the
y po
sed
in th
e W
col
umn
and
take
no
tes i
n th
e L
colu
mn
as th
ey d
o so
.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.7. C
ondu
ct sh
ort r
esea
rch
proj
ects
to a
nsw
er q
uesti
ons u
sing
one
or m
ore
sour
ces o
f inf
orm
ation
.Ex
. Rea
d a
text
pos
ted
on a
n in
tera
ctive
whi
tebo
ard,
hig
hlig
ht th
e an
swer
to a
que
stion
po
sed
by th
e te
ache
r, an
d th
en u
se w
ord
pred
ictio
n so
ftwar
e to
com
men
t on
the
high
light
ed in
form
ation
.Ex
. Giv
en a
que
stion
and
text
pos
ted
on a
n in
tera
ctive
whi
tebo
ard,
rese
arch
to fi
nd th
e an
swer
to a
que
stion
and
hig
hlig
ht th
e an
swer
, and
then
usin
g w
ord
pred
ictio
n so
ftwar
e an
d a
talk
ing
wor
d pr
oces
sor e
labo
rate
on
the
high
light
ed in
form
ation
.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.7. W
ith g
uida
nce
and
supp
ort,
answ
er q
uesti
ons b
ased
on
a te
xt o
r oth
er
sour
ce o
f inf
orm
ation
.Ex
. With
gui
danc
e an
d su
ppor
t, an
swer
a y
es o
r no
ques
tion
abou
t an
expe
rienc
e de
scrib
ed in
a te
xt, a
nd th
en u
se a
n ad
apte
d ke
yboa
rd w
ith o
nly
alph
abet
lette
rs, a
spac
e ba
r, an
d a
perio
d al
ong
with
wor
d pr
edic
tion
softw
are
and
a ta
lkin
g w
ord
proc
esso
r to
type
lette
rs a
nd w
ords
to e
xpan
d th
eir a
nsw
er.
Ex. W
ith g
uida
nce
and
supp
ort,
answ
er m
ultip
le-c
hoic
e qu
estio
ns a
bout
info
rmati
on
prov
ided
in a
text
and
then
use
an
adap
ted
keyb
oard
with
onl
y al
phab
et le
tters
, a sp
ace
bar,
and
a pe
riod
alon
g w
ith w
ord
pred
ictio
n so
ftwar
e an
d a
talk
ing
wor
d pr
oces
sor t
o ty
pe le
tters
and
wor
ds to
exp
and
thei
r ans
wer
.
English Language Arts | Grades 9-12 81
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.8. G
athe
r rel
evan
t in
form
ation
from
mul
tiple
au
thor
itativ
e pr
int a
nd d
igita
l so
urce
s, u
sing
adva
nced
se
arch
es e
ffecti
vely
; ass
ess t
he
stre
ngth
s and
lim
itatio
ns o
f ea
ch so
urce
in te
rms o
f the
task
, pu
rpos
e, a
nd a
udie
nce;
inte
grat
e in
form
ation
into
the
text
se
lecti
vely
to m
aint
ain
the
flow
of
idea
s, a
void
ing
plag
iaris
m a
nd
over
relia
nce
on a
ny o
ne so
urce
an
d fo
llow
ing
a st
anda
rd fo
rmat
fo
r cita
tion.
EEW
.11-
12.8
. Sel
ect i
nfor
mati
on
from
mul
tiple
sour
ces a
nd u
se
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.8
. Sel
ect i
nfor
mati
on, i
nclu
ding
quo
tes,
from
mul
tiple
sour
ces a
nd u
se th
e in
form
ation
to w
rite
answ
ers t
o re
sear
ch q
uesti
ons.
Ex. G
iven
a to
pic,
a c
olle
ction
of b
ookm
arke
d w
ebsit
es, a
nd a
set o
f gui
ding
que
stion
s,
sele
ct in
form
ation
abo
ut th
e to
pic
and
use
the
info
rmati
on to
ans
wer
que
stion
s usin
g di
rect
quo
tes f
rom
the
web
sites
.Ex
. Giv
en a
pro
blem
and
boo
kmar
ked
web
sites
, use
at l
east
two
sour
ces t
o sh
ow a
so
lutio
n to
the
prob
lem
.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.8
. Sel
ect i
nfor
mati
on fr
om m
ultip
le so
urce
s and
use
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
use
a
scre
en re
ader
to re
ad th
e sit
es a
nd se
lect
info
rmati
on a
bout
the
topi
c. T
hen,
use
the
info
rmati
on to
ans
wer
que
stion
s.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.8. W
ith g
uida
nce
and
supp
ort,
sele
ct in
form
ation
from
mul
tiple
sour
ces a
nd
use
the
info
rmati
on to
writ
e an
swer
s to
rese
arch
que
stion
s.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
na
viga
te to
eac
h sit
e an
d co
py/p
aste
info
rmati
on to
ans
wer
the
ques
tions
.Ex
. Giv
en a
topi
c, a
col
lecti
on o
f boo
kmar
ked
web
sites
, and
a se
t of g
uidi
ng q
uesti
ons,
na
viga
te to
eac
h sit
e, li
sten
and
read
the
info
rmati
on w
ith a
scre
en re
ader
, and
use
wor
d pr
edic
tion
softw
are
with
a ta
lkin
g w
ord
proc
esso
r to
writ
e th
eir a
nsw
ers.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.8. W
ith g
uida
nce
and
supp
ort,
use
info
rmati
on fr
om o
ne so
urce
to a
nsw
er a
qu
estio
n.Ex
. Giv
en a
gui
ding
que
stion
, use
a si
ngle
mes
sage
voi
ce o
utpu
t com
mun
icati
on d
evic
e to
say,
“Tha
t’s it
” w
hen
the
teac
her r
eads
som
ethi
ng fr
om a
teac
her-s
elec
ted
text
that
an
swer
s the
que
stion
, and
then
use
an
adap
ted
keyb
oard
with
onl
y al
phab
et le
tters
, a
spac
e ba
r, an
d a
perio
d al
ong
with
wor
d pr
edic
tion
softw
are
and
a ta
lkin
g w
ord
proc
esso
r to
type
lette
rs a
nd w
ords
to e
xpan
d th
eir a
nsw
er.
Ex. W
ith te
ache
r gui
danc
e an
d su
ppor
t as n
eede
d w
ith a
ny o
f the
step
s: g
iven
a to
pic,
a
singl
e bo
okm
arke
d w
ebsit
e, a
wha
t or w
here
que
stion
, use
a sc
reen
read
er to
list
en
to a
nd re
ad th
e in
form
ation
at t
he si
te, a
nd u
se w
ord
pred
ictio
n so
ftwar
e w
ith a
talk
ing
wor
d pr
oces
sor a
nd a
dapt
ed k
eybo
ard
pres
entin
g on
ly a
lpha
bet l
etter
s, a
spac
e ba
r, an
d a
perio
d, w
rite
an a
nsw
er.
82 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
W.1
1-12
.9. D
raw
evi
denc
e fr
om
liter
ary
or in
form
ation
al te
xts t
o su
ppor
t ana
lysis
, refl
ectio
n, a
nd
rese
arch
.a.
Ap
ply
grad
es 1
1–12
Re
adin
g st
anda
rds t
o lit
erat
ure
(e.g
., “D
emon
stra
te k
now
ledg
e of
eig
htee
nth-
, nin
etee
nth-
, an
d ea
rly-t
wen
tieth
-cen
tury
fo
unda
tiona
l wor
ks o
f Am
eric
an
liter
atur
e, in
clud
ing
how
two
or
mor
e te
xts f
rom
the
sam
e pe
riod
trea
t sim
ilar t
hem
es o
r top
ics”
).
EEW
.11-
12.9
. Cite
evi
denc
e fr
om
liter
ary
or in
form
ation
al te
xts.
a.
Appl
y G
rade
s 11
-12
Esse
ntial
Ele
men
ts fo
r Rea
ding
St
anda
rds t
o lit
erat
ure
(e.g
., “C
ompa
re a
nd c
ontr
ast e
lem
ents
of
Am
eric
an li
tera
ture
to o
ther
lit
erar
y w
orks
, sel
f, or
one
’s w
orld
. [C
ompa
re th
emes
, top
ics,
lo
catio
ns, c
onte
xt, a
nd p
oint
of
view
].”).
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.9
.a. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.9
.a. A
pply
Gra
des
11-1
2 Es
senti
al E
lem
ents
for R
eadi
ng S
tand
ards
to li
tera
ture
(e
.g.,
“Com
pare
and
con
tras
t ele
men
ts o
f Am
eric
an li
tera
ture
to o
ther
lite
rary
wor
ks, s
elf,
or o
ne’s
wor
ld.
[Com
pare
them
es, t
opic
s, lo
catio
ns, c
onte
xt, a
nd p
oint
of v
iew
].”).
Ex. W
rite
to c
ompa
re a
nd c
ontr
ast c
omm
on th
emes
acr
oss m
ore
than
one
sour
ce o
f Am
eric
an li
tera
ture
(e.g
., “W
hat i
s som
ethi
ng y
ou h
ave
read
abo
ut in
mor
e th
an o
ne b
ook
or st
ory
abou
t thi
s top
ic?”
).Ex
. Use
a c
ompa
re/c
ontr
ast t
empl
ate
in g
raph
ic o
rgan
izing
softw
are
to g
ener
ate
idea
s ab
out t
wo
text
s, c
onve
rt th
e gr
aphi
c to
text
form
at, a
nd e
xpan
d th
e id
eas i
nto
narr
ative
fo
rm.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.9.a
. With
gui
danc
e an
d su
ppor
t, ap
ply
Gra
des
11-1
2 Es
senti
al E
lem
ents
for
Read
ing
Stan
dard
s to
liter
atur
e (e
.g.,
“Com
pare
and
con
tras
t ele
men
ts o
f Am
eric
an
liter
atur
e to
oth
er li
tera
ry w
orks
, sel
f, or
one
’s w
orld
. [C
ompa
re th
emes
, top
ics,
loca
tions
, co
ntex
t, an
d po
int o
f vie
w].”
).Ex
. Giv
en a
var
iety
of w
riting
tool
s, w
rite
to c
ompa
re re
latio
nshi
ps o
f cha
ract
ers i
n th
e st
ory
and
thei
r rel
ation
ship
s with
oth
ers.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.9.a
. With
gui
danc
e an
d su
ppor
t fro
m a
dults
and
pee
rs, p
artic
ipat
e in
shar
ed
writi
ng a
ctivi
ties t
hat a
pply
Gra
des
11-1
2 Es
senti
al E
lem
ents
for R
eadi
ng S
tand
ards
to
liter
atur
e (e
.g.,
“Com
pare
and
con
tras
t ele
men
ts o
f Am
eric
an li
tera
ture
to o
ther
lite
rary
w
orks
, sel
f, or
one
’s w
orld
. [C
ompa
re th
emes
, top
ics,
loca
tions
, con
text
, and
poi
nt o
f vi
ew].”
).Ex
. Use
ada
ptive
writi
ng to
ols t
o w
rite
a ca
ption
for a
n ill
ustr
ation
from
a p
iece
of
Amer
ican
lite
ratu
re th
at is
sim
ilar t
o so
met
hing
fam
iliar
in o
ne’s
own
wor
ld.
Ex. A
fter r
eadi
ng tw
o ve
ry b
asic
text
s on
simila
r top
ics,
indi
cate
“sam
e” o
r “di
ffere
nt”
as
the
teac
her d
ispla
ys tw
o pa
ges,
focu
sing
first
on
the
illus
trati
ons a
nd la
ter o
n th
e te
xt
cont
ent,
and
the
teac
her a
dds t
he re
spon
ses t
o a
char
t.Ex
. Afte
r list
enin
g to
an
e-bu
ddy
read
alo
ud a
sim
ple
text
ove
r Int
erne
t vid
eoco
nfer
enci
ng,
exch
ange
e-m
ails
in w
hich
the
e-bu
ddy
incl
udes
refe
renc
es to
them
es, t
opic
s, e
tc. i
n ea
ch
mes
sage
. Th
en, i
denti
fy it
with
teac
her g
uida
nce
and
supp
ort,
and
usin
g w
ord
pred
ictio
n so
ftwar
e an
d a
talk
ing
wor
d pr
oces
sor,
type
a m
essa
ge in
dica
ting
the
text
line
and
pag
e of
th
e re
fere
nce
or q
uote
and
a c
omm
ent a
bout
it.
English Language Arts | Grades 9-12 83
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
a.
Appl
y gr
ades
11–
12
Read
ing
stan
dard
s to
liter
ary
nonfi
ction
(e.g
., “D
elin
eate
an
d ev
alua
te th
e re
ason
ing
in
sem
inal
U.S
. tex
ts, i
nclu
ding
the
appl
icati
on o
f con
stitu
tiona
l pr
inci
ples
and
use
of l
egal
re
ason
ing
[e.g
., in
U.S
. Sup
rem
e Co
urt C
ase
maj
ority
opi
nion
s an
d di
ssen
ts] a
nd th
e pr
emise
s,
purp
oses
, and
arg
umen
ts in
w
orks
of p
ublic
adv
ocac
y [e
.g.,
The
Fede
ralis
t, pr
esid
entia
l ad
dres
ses]
”).
EEW
.11-
12.9
.b. A
pply
Es
senti
al E
lem
ents
of G
rade
11
-12
Read
ing
Stan
dard
s to
no
nficti
onal
or i
nfor
mati
onal
te
xts (
e.g.
, “Ex
plai
n ho
w U
.S.
text
s inf
orm
citi
zens
’ rig
hts.
”).
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.9
.b. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.9
.b. A
pply
Ess
entia
l Ele
men
ts o
f Gra
de 1
1-12
Rea
ding
Sta
ndar
ds to
no
nficti
onal
or i
nfor
mati
onal
text
s (e.
g., “
Expl
ain
how
U.S
. tex
ts in
form
citi
zens
’ rig
hts.
”).
Ex. G
iven
a ri
ght,
writ
e a
stat
emen
t abo
ut w
hat i
t mea
ns to
the
stud
ent.
Ex. I
llust
rate
or s
elec
t pho
tos f
rom
a p
ublic
dom
ain
web
site
to il
lust
rate
a ri
ght p
rovi
ded
by th
e go
vern
men
t and
writ
e a
capti
on fo
r the
illu
stra
tion.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.9.b
. With
gui
danc
e an
d su
ppor
t, ap
ply
Esse
ntial
Ele
men
ts o
f Gra
de 1
1-12
Re
adin
g St
anda
rds
to n
onfic
tiona
l or i
nfor
mati
onal
text
s (e.
g., “
Expl
ain
how
U.S
. tex
ts
info
rm c
itize
ns’ r
ight
s.”)
.Ex
. Giv
en c
hoic
es a
nd e
xam
ples
, sel
ect t
heir
right
s and
writ
e a
phra
se a
bout
one
that
is
impo
rtan
t to
them
usin
g an
y te
chno
logi
es re
quire
d fo
r ind
epen
denc
e.Ex
. Giv
en e
xam
ples
of a
ction
s, id
entif
y th
ose
that
a p
erso
n ha
s the
righ
t to
do a
nd
writ
e an
exa
mpl
e of
it u
sing
the
choi
ces p
rovi
ded
and
any
tech
nolo
gies
requ
ired
for
inde
pend
ence
.
Leve
l I A
A S
tude
nts
will
:EE
W.9
-10.
9.b.
With
gui
danc
e an
d su
ppor
t fro
m a
dults
and
pee
rs, p
artic
ipat
e in
shar
ed
writi
ng a
ctivi
ties t
hat a
pply
Ess
entia
l Ele
men
ts o
f Gra
de 1
1-12
Rea
ding
Sta
ndar
ds to
no
nficti
onal
or i
nfor
mati
onal
text
s (e.
g., “
Expl
ain
how
U.S
. tex
ts in
form
citi
zens
’ rig
hts.
”).
Ex. U
se v
oice
out
put c
omm
unic
ation
dev
ices
to in
tera
ct w
ith p
eers
dur
ing
colla
bora
tive
writi
ng p
roje
cts a
skin
g th
em to
read
alo
ud a
nd p
oint
to te
xt a
s the
y do
so, a
nd in
dica
ting
“yes
” or
“no
” to
kee
p th
e in
form
ation
in th
e te
xt.
For “
no”
resp
onse
s, p
eers
will
def
end
evid
ence
with
text
refe
renc
es o
r elim
inat
e as
dire
cted
.Ex
. Use
a p
repr
ogra
mm
ed a
ltern
ative
key
boar
d to
con
trib
ute
to a
smal
l gro
up w
riting
pr
ojec
t.
84 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Rang
e of
Writi
ng.
W.1
1-12
.10.
Writ
e ro
utine
ly
over
ext
ende
d tim
e fr
ames
(ti
me
for r
esea
rch,
refle
ction
, an
d re
visio
n) a
nd sh
orte
r tim
e fr
ames
(a si
ngle
sitti
ng o
r a d
ay
or tw
o) fo
r a ra
nge
of ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
EEW
.11-
12.1
0. W
rite
routi
nely
ov
er e
xten
ded
time
fram
es (ti
me
for r
esea
rch,
refle
ction
, and
re
visio
n) fo
r a ra
nge
of ta
sks,
pu
rpos
es, a
nd a
udie
nces
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEW
.11-
12.1
0. W
rite
routi
nely
ove
r ext
ende
d tim
e fr
ames
(tim
e fo
r res
earc
h, re
flecti
on,
and
revi
sion)
for a
rang
e of
task
s, p
urpo
ses,
and
aud
ienc
es.
Ex. C
ompl
ete
docu
men
ts im
port
ant f
or c
aree
r (e.
g., j
ob a
pplic
ation
s, le
tter o
f in
trod
uctio
n, re
sum
e).
Ex. U
se o
nlin
e, in
tera
ctive
writi
ng e
nviro
nmen
ts to
writ
e en
trie
s, c
omm
ents
, and
qu
estio
ns a
bout
shar
ed in
tere
sts.
Leve
l III
AA
Stu
dent
s w
ill:
EEW
.11-
12.1
0. W
rite
routi
nely
ove
r ext
ende
d tim
e fr
ames
(tim
e fo
r res
earc
h, re
flecti
on,
and
revi
sion)
for a
rang
e of
task
s, p
urpo
ses,
and
aud
ienc
es.
Ex. K
eep
a jo
urna
l.Ex
. Cor
resp
ond
regu
larly
with
a p
en p
al o
r e-p
al.
Ex. C
ompl
ete
in-c
lass
ass
ignm
ents
.
Leve
l II A
A S
tude
nts
will
:EE
W.1
1-12
.10.
Writ
e ro
utine
ly fo
r a ra
nge
of ta
sks,
pur
pose
s, a
nd a
udie
nces
.Ex
. Usin
g w
ord
pred
ictio
n so
ftwar
e, a
topi
c-sp
ecifi
c di
ction
ary,
and
a ta
lkin
g w
ord
proc
esso
r, w
rite
note
s to
the
scho
ol p
rinci
pal a
nd th
e te
ache
r abo
ut a
n up
com
ing
even
t.Ex
. Usin
g w
ord
pred
ictio
n so
ftwar
e, a
topi
c-sp
ecifi
c di
ction
ary,
and
a ta
lkin
g w
ord
proc
esso
r, co
mpl
ete
a sh
ort r
esea
rch
repo
rt a
nd th
en re
view
and
revi
se it
.Ex
. With
wor
d pr
edic
tion
softw
are,
writ
e la
bels
to g
o w
ith a
disp
lay
for a
gro
up re
sear
ch
proj
ect.
Leve
l I A
A S
tude
nts
will
:EE
W.1
1-12
.10.
With
gui
danc
e an
d su
ppor
t, w
rite
for a
var
iety
of p
urpo
ses a
nd a
udie
nces
.Ex
. Giv
en a
var
iety
of a
dapti
ve w
riting
tool
s, p
artic
ipat
e in
gro
up w
riting
pro
ject
s.Ex
. Afte
r sha
red
read
ing
of a
n in
form
ation
al p
assa
ge a
nd n
oddi
ng to
agr
ee w
hen
the
teac
her r
epea
ts a
stat
emen
t fro
m th
e pa
ssag
e, u
se a
mul
tiple
mes
sage
voi
ce o
utpu
t de
vice
with
a p
eer w
ho h
elps
nav
igat
e to
the
appr
opria
te p
age
to g
ive
feed
back
to p
eers
w
ho a
re sh
arin
g th
eir w
riting
. Th
is fe
edba
ck is
writt
en b
y pe
ers o
n th
eir d
rafts
and
read
al
oud
via
a ta
lkin
g w
ord
proc
esso
r, sc
reen
read
er, o
r a p
eer t
o th
e st
uden
t.Ex
. Giv
en p
hoto
s of e
xper
ienc
e, w
ith te
ache
r gui
danc
e an
d su
ppor
t, ch
oose
an
e-m
ail
head
er (e
.g.,
Trip
to th
e M
useu
m, M
akin
g Sa
lsa),
use
wor
d pr
edic
tion
softw
are
and
a ta
lkin
g w
ord
proc
esso
r to
writ
e ab
out t
he p
ictu
res a
nd th
e ex
perie
nce,
and
send
the
pict
ures
and
writi
ng a
s e-m
ail a
ttach
men
ts to
the
e-pa
l.
English Language Arts | Grades 9-12 85
Ele
ven
th-T
wel
fth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Sp
eaki
ng
an
d L
iste
nin
g
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Com
preh
ensi
on a
nd
Colla
bora
tion
.
SL.1
1-12
.1. I
nitia
te a
nd
parti
cipa
te e
ffecti
vely
in a
rang
e of
col
labo
rativ
e di
scus
sions
(one
-on
-one
, in
grou
ps, a
nd te
ache
r-le
d) w
ith d
iver
se p
artn
ers o
n gr
ades
11–
12 to
pics
, tex
ts, a
nd
issue
s, b
uild
ing
on o
ther
s’ id
eas
and
expr
essin
g th
eir o
wn
clea
rly
and
pers
uasiv
ely.
a.
Com
e to
disc
ussio
ns
prep
ared
, hav
ing
read
and
re
sear
ched
mat
eria
l und
er
stud
y; e
xplic
itly
draw
on
that
pr
epar
ation
by
refe
rrin
g to
ev
iden
ce fr
om te
xts a
nd o
ther
re
sear
ch o
n th
e to
pic
or is
sue
to
stim
ulat
e a
thou
ghtfu
l, w
ell-
reas
oned
exc
hang
e of
idea
s.
EESL
.11-
12.1
. Ini
tiate
and
pa
rtici
pate
in c
olla
bora
tive
disc
ussio
ns.
a.
Prep
are
for d
iscus
sions
by
col
lecti
ng in
form
ation
on
the
topi
c.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.a. P
repa
re fo
r disc
ussio
ns b
y co
llecti
ng in
form
ation
on
the
topi
c an
d re
ferr
ing
to it
in th
e di
scus
sion.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, re
ad o
r list
en to
a te
xt o
r oth
er m
ultip
le m
edia
sour
ce
to c
reat
e a
list o
f fac
ts a
bout
an
assig
ned
topi
c, a
nd th
en re
fer t
o th
at li
st d
urin
g a
disc
ussio
n on
the
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
read
or l
isten
to a
text
on
a to
pic
and
high
light
im
port
ant i
nfor
mati
on, a
nd th
en re
fer t
o th
at h
ighl
ight
ed in
form
ation
dur
ing
a di
scus
sion
on th
e to
pic.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, p
repr
ogra
m in
form
ation
abo
ut a
topi
c on
a m
ultip
le
mes
sage
voi
ce o
utpu
t dev
ice
and
then
use
the
prep
rogr
amm
ed m
essa
ges d
urin
g a
disc
ussio
n.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.a. P
repa
re fo
r disc
ussio
ns b
y co
llecti
ng in
form
ation
on
the
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
read
or l
isten
to a
text
or o
ther
mul
tiple
med
ia so
urce
to
cre
ate
a lis
t of f
acts
abo
ut a
n as
signe
d to
pic.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, re
ad o
r list
en to
a te
xt o
n a
topi
c an
d hi
ghlig
ht
impo
rtan
t inf
orm
ation
.
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.1.a
. Pre
pare
for d
iscus
sions
by
colle
cting
info
rmati
on o
n th
e to
pic
with
a
grou
p.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
wor
k w
ith a
pee
r or g
roup
of p
eers
read
ing
and/
or
liste
ning
to te
xt o
r oth
er m
ultip
le m
edia
sour
ces t
o cr
eate
a li
st o
f fac
ts a
bout
an
assig
ned
topi
c.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
wor
k w
ith a
pee
r or g
roup
of p
eers
to re
ad w
ith te
xt
disp
laye
d on
an
inte
racti
ve w
hite
boar
d an
d hi
ghlig
ht im
port
ant i
nfor
mati
on.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.1.a
. With
gui
danc
e an
d su
ppor
t, pr
epar
e fo
r a d
iscus
sion
by p
revi
ewin
g pr
e-st
ored
mes
sage
s and
then
shar
e th
ose
mes
sage
s dur
ing
the
disc
ussio
n.Ex
. In
prep
arati
on fo
r a d
iscus
sion,
pra
ctice
sele
cting
four
diff
eren
t mes
sage
s fro
m a
m
ultip
le m
essa
ge v
oice
out
put d
evic
e pr
ogra
mm
ed b
y th
e te
ache
r, an
d th
en sh
are
the
mes
sage
s dur
ing
a di
scus
sion.
Ex. I
n pr
epar
ation
for a
disc
ussio
n, p
revi
ew a
mes
sage
on
a sin
gle
mes
sage
voi
ce o
utpu
t de
vice
pro
gram
med
by
a pe
er b
y ac
tivati
ng th
e m
essa
ge a
nd a
ttend
ing
to th
e pe
er’s
expl
anati
on, a
nd th
en a
ctiva
te th
e m
essa
ge d
urin
g th
e en
suin
g gr
oup
disc
ussio
n.
86 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
b.
Wor
k w
ith p
eers
to
prom
ote
civi
l, de
moc
ratic
di
scus
sions
and
dec
ision
-mak
ing,
se
t cle
ar g
oals
and
dead
lines
, an
d es
tabl
ish in
divi
dual
role
s as
need
ed.
EESL
.11-
12.1
.b. W
ork
with
pee
rs
to se
t rul
es, g
oals,
and
dea
dlin
es
to p
rom
ote
dem
ocra
tic
disc
ussio
ns.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.b. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.b. W
ork
with
pee
rs to
set r
ules
, goa
ls, a
nd d
eadl
ines
to p
rom
ote
dem
ocra
tic
disc
ussio
ns.
Ex. A
t the
beg
inni
ng o
f a d
iscus
sion
with
pee
rs, s
elec
t fro
m a
list
the
rule
s tha
t the
gro
up
will
follo
w a
nd a
gree
upo
n go
als a
nd d
eadl
ines
bas
ed u
pon
the
teac
her’s
ass
ignm
ent.
Ex. D
urin
g th
e in
itial
stag
es o
f a d
iscus
sion
with
pee
rs, s
ugge
st a
rule
(e.g
., ta
ke tu
rns)
and
a
goal
(e.g
., se
lect
pic
ture
s).
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.1.b
. Wor
k w
ith p
eers
to se
t rul
es fo
r disc
ussio
ns.
Ex. C
ontr
ibut
e ow
n id
eas (
e.g.
, tak
e tu
rns)
dur
ing
a di
scus
sion
of g
roup
rule
s, a
gree
upo
n th
e ru
les t
he g
roup
dec
ides
.Ex
. Wor
k w
ith p
eers
to se
lect
rule
s the
y w
ill fo
llow
from
a li
st o
f pos
sibili
ties.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.1.b
. Fol
low
rule
s dur
ing
disc
ussio
ns w
ith p
eers
.Ex
. Tak
e tu
rns d
urin
g th
e di
scus
sion
by b
oth
liste
ning
to o
ther
s and
add
ing
own
com
men
ts.
Ex. A
sk q
uesti
ons w
hen
he o
r she
nee
ds c
larifi
catio
n us
ing
prep
rogr
amm
ed q
uesti
ons o
n a
mul
tiple
mes
sage
com
mun
icati
on d
evic
e.Ex
. Res
pond
“ye
s” o
r “no
” (v
ocal
izatio
n, g
estu
re, e
ye g
aze,
voi
ce o
utpu
t dev
ice)
whe
n as
ked
to v
ote
as to
whe
ther
or n
ot to
incl
ude
a ru
le fo
r gro
up d
iscus
sions
.
English Language Arts | Grades 9-12 87
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Prop
el c
onve
rsati
ons
by p
osin
g an
d re
spon
ding
to
ques
tions
that
pro
be re
ason
ing
and
evid
ence
; ens
ure
a he
arin
g fo
r a fu
ll ra
nge
of p
ositi
ons o
n a
topi
c or
issu
e; c
larif
y, ve
rify,
or
chal
leng
e id
eas a
nd c
oncl
usio
ns;
and
prom
ote
dive
rgen
t and
cr
eativ
e pe
rspe
ctive
s.
EESL
.11-
12.1
.c. A
sk a
nd a
nsw
er
ques
tions
to v
erify
or c
larif
y ow
n id
eas a
nd u
nder
stan
ding
s dur
ing
a di
scus
sion.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.c. A
sk a
nd a
nsw
er q
uesti
ons t
o ve
rify
or c
larif
y id
eas a
nd u
nder
stan
ding
s ga
ined
from
con
tent
read
ing
durin
g di
scus
sions
.Ex
. Par
ticip
ate
in a
disc
ussio
n on
an
assig
ned
topi
c an
d as
k qu
estio
ns to
cla
rify
or v
erify
co
mm
ents
by
peer
s (e.
g., “
Wha
t did
you
mea
n?”
“W
here
did
you
find
out
?”) a
nd
resp
ondi
ng to
que
stion
s to
clar
ify o
wn
com
men
ts (e
.g.,
“I d
on’t
know
.” “
I rea
d ab
out i
t in
the
new
spap
er.”)
.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.c. A
sk a
nd a
nsw
er q
uesti
ons t
o ve
rify
or c
larif
y ow
n id
eas a
nd
unde
rsta
ndin
gs d
urin
g a
disc
ussio
n.Ex
. Par
ticip
ate
in a
disc
ussio
n on
an
assig
ned
topi
c an
d as
k qu
estio
ns to
cla
rify
or v
erify
un
ders
tand
ing
of c
omm
ents
by
peer
s (e.
g., “
Wha
t did
you
mea
n?”
“W
here
did
you
find
ou
t?”)
and
resp
ond
to q
uesti
ons t
o cl
arify
ow
n co
mm
ents
(e.g
., “I
don
’t kn
ow.”
“I s
aw it
in
this
mov
ie.”)
.Ex
. Whi
le p
artic
ipati
ng in
a d
iscus
sion,
ask
que
stion
s whi
le p
eers
are
spea
king
to c
larif
y th
eir c
omm
ents
(e.g
., “W
hat d
oes t
hat m
ean?
”) a
nd a
nsw
er q
uesti
ons p
osed
by
peer
s to
verif
y ow
n in
form
ation
(e.g
., “L
et m
e sh
ow y
ou.”)
.
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.1.c
. Ask
and
ans
wer
que
stion
s dur
ing
a di
scus
sion.
Ex. D
urin
g a
disc
ussio
n, u
se p
repr
ogra
mm
ed q
uesti
ons o
n a
mul
tiple
mes
sage
voi
ce
outp
ut d
evic
e to
ask
que
stion
s or p
eers
(e.g
., “W
hy?”
“W
hen
did
that
hap
pen?
” “
How
do
you
kno
w?”
) and
resp
ond
to q
uesti
ons b
y po
intin
g to
pre
pare
d re
spon
ses o
r usin
g th
e de
vice
to c
onst
ruct
resp
onse
s.Ex
. Dur
ing
a di
scus
sion,
ans
wer
que
stion
s abo
ut o
wn
cont
ributi
ons (
e.g.
, Pee
r ask
s “W
hat
else
do
you
know
?” T
he st
uden
t res
pond
s with
ano
ther
pie
ce o
f inf
orm
ation
.) an
d as
k qu
estio
ns o
f oth
ers (
e.g.
, “Th
en w
hat h
appe
ned?
”).
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.1.c
. With
gui
danc
e an
d su
ppor
t, as
k or
ans
wer
que
stion
s dur
ing
a di
scus
sion.
Ex. A
nsw
er q
uesti
ons p
osed
by
peer
s dur
ing
a di
scus
sion
(e.g
., “y
es”
or “
no,”
singl
e w
ords
, ac
tivat
e a
voic
e ou
tput
dev
ice
with
pre
prog
ram
med
mes
sage
s, p
oint
to a
pic
ture
).Ex
. Ask
pee
rs q
uesti
ons d
urin
g a
disc
ussio
n (e
.g.,
singl
e w
ords
such
as w
ho, w
hat,
whe
re;
singl
e w
ord
with
a ri
sing
into
natio
n; a
ctiva
ting
a vo
ice
outp
ut d
evic
e w
ith p
repr
ogra
mm
ed
mes
sage
s, “
Can
you
tell
me
mor
e?”)
.
88 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
d.
Resp
ond
thou
ghtfu
lly to
di
vers
e pe
rspe
ctive
s; sy
nthe
size
com
men
ts, c
laim
s, a
nd e
vide
nce
mad
e on
all
sides
of a
n iss
ue;
reso
lve
cont
radi
ction
s whe
n po
ssib
le; a
nd d
eter
min
e w
hat
addi
tiona
l inf
orm
ation
or
rese
arch
is re
quire
d to
dee
pen
the
inve
stiga
tion
or c
ompl
ete
the
task
.
EESL
.11-
12.1
.d. R
esta
te
com
men
ts o
r cla
ims m
ade
by
othe
rs d
urin
g a
disc
ussio
n.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.d. S
umm
arize
com
men
ts o
r cla
ims m
ade
by o
ther
s dur
ing
a di
scus
sion.
Ex. B
riefly
sum
mar
ize c
omm
ents
and
cla
ims m
ade
by o
ther
s whe
n a
new
pee
r joi
ns th
e di
scus
sion.
Ex. S
umm
arize
com
men
ts a
nd c
laim
s mad
e by
pee
rs fo
r a te
ache
r at t
he e
nd o
f the
di
scus
sion
(e.g
., “W
e w
ant t
o go
bow
ling
on F
riday
. W
e th
ink
we
have
eno
ugh
mon
ey.
We
can
take
the
bus.
It w
ill b
e fu
n.”)
.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.1
.d. R
esta
te c
omm
ents
or c
laim
s mad
e by
oth
ers d
urin
g a
disc
ussio
n.Ex
. Brie
fly re
stat
e w
hat o
ther
s hav
e sa
id in
the
disc
ussio
n on
the
topi
c w
hen
refe
rrin
g to
th
eir s
tate
men
ts (e
.g.,
“Bow
ling
is fu
n. W
e ne
ed a
ride
ther
e.”)
.Ex
. Brie
fly re
stat
e so
me
com
men
ts o
r cla
ims m
ade
by o
ther
s whe
n a
new
pee
r joi
ns th
e di
scus
sion
(e.g
., “B
rad
likes
the
book
. Ka
yla
says
it is
bor
ing.
”).
Ex. R
esta
te so
me
com
men
ts a
nd c
laim
s mad
e by
pee
rs fo
r a te
ache
r at t
he e
nd o
f the
di
scus
sion
(“N
eesh
a w
ants
bow
ling.
We
need
$14
to g
o”).
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.1.d
. Res
tate
a c
omm
ent o
r cla
im m
ade
by a
noth
er.
Ex. B
riefly
rest
ate
a co
mm
ent m
ade
by a
pee
r to
seek
cla
rifica
tion
(e.g
., “Y
ou w
ent
ther
e?”)
.Ex
. Res
tate
a c
omm
ent o
r cla
im m
ade
by a
pee
r whe
n as
ked,
“W
hat d
id sh
e sa
y?”
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.1.d
. Mak
e a
com
men
t or c
laim
dur
ing
a di
scus
sion.
Ex. A
gree
with
som
ethi
ng a
pee
r say
s by
indi
catin
g, “
yes!
”Ex
. Use
a p
repr
ogra
mm
ed c
omm
unic
ation
dev
ice
to m
ake
a co
mm
ent d
urin
g a
disc
ussio
n.
English Language Arts | Grades 9-12 89
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.1
1-12
.2. I
nteg
rate
mul
tiple
so
urce
s of i
nfor
mati
on p
rese
nted
in
div
erse
form
ats a
nd m
edia
(e
.g.,
visu
ally,
qua
ntita
tivel
y, or
ally
) in
orde
r to
mak
e in
form
ed
deci
sions
and
solv
e pr
oble
ms,
ev
alua
ting
the
cred
ibili
ty a
nd
accu
racy
of e
ach
sour
ce a
nd
notin
g an
y di
scre
panc
ies a
mon
g th
e da
ta.
EESL
.11-
12.2
. Det
erm
ine
the
cred
ibili
ty a
nd a
ccur
acy
of
info
rmati
on p
rese
nted
acr
oss
dive
rse
med
ia o
r for
mat
s.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.2
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.2
. Det
erm
ine
the
cred
ibili
ty a
nd a
ccur
acy
of in
form
ation
pre
sent
ed a
cros
s di
vers
e m
edia
or f
orm
ats.
Ex. C
ompa
re in
form
ation
on
one
topi
c fr
om tw
o or
mor
e In
tern
et so
urce
s to
dete
rmin
e th
e ac
cura
cy a
nd c
redi
bilit
y of
bot
h.Ex
. Com
pare
info
rmati
on o
n a
topi
c in
a b
ook
with
the
sam
e to
pic
desc
ribed
on
the
Inte
rnet
.Ex
. Giv
en in
form
ation
from
two
sour
ces,
use
stra
tegi
es to
dec
ide
whi
ch in
form
ation
is
mos
t acc
urat
e (e
.g.,
Chec
k w
ith a
kno
wn
auth
ority
to v
erify
info
rmati
on fo
und
on th
e In
tern
et su
ch a
s ask
ing
the
scho
ol n
urse
abo
ut h
ealth
info
rmati
on o
r a p
aren
t or a
dult
abou
t saf
ety
info
rmati
on.).
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.2. D
eter
min
e th
e cr
edib
ility
of i
nfor
mati
on p
rese
nted
in d
iver
se m
edia
or
form
ats.
Ex. U
se st
rate
gies
to c
onfir
m th
e cr
edib
ility
of i
nfor
mati
on g
athe
red
(e.g
., Ch
eck
with
a
know
n au
thor
ity to
ver
ify in
form
ation
foun
d on
the
Inte
rnet
such
as a
skin
g th
e sc
hool
nu
rse
abou
t hea
lth in
form
ation
or a
par
ent o
r adu
lt ab
out s
afet
y in
form
ation
.).Ex
. Che
ck in
form
ation
gat
here
d fr
om o
ne so
urce
with
the
info
rmati
on p
rese
nted
on
the
sam
e to
pic
in a
noth
er so
urce
in o
rder
to d
eter
min
e its
cre
dibi
lity.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.2. W
ith g
uida
nce
and
supp
ort,
iden
tify
info
rmati
on p
rese
nted
in d
iver
se m
edia
or
form
ats.
Ex. W
ork
with
a p
eer t
o se
arch
the
web
ent
erin
g te
rms i
denti
fied
by th
e pe
er a
nd
scan
ning
site
s for
info
rmati
on o
n a
pred
eter
min
ed to
pic.
Ex. A
fter a
pee
r exp
lain
s inf
orm
ation
rela
ted
to a
topi
c, id
entif
y a
rela
ted
phot
o fr
om a
n ar
ray
disp
laye
d on
an
inte
racti
ve w
hite
boar
d.
90 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.1
1-12
.3. E
valu
ate
a sp
eake
r’s
poin
t of v
iew,
reas
onin
g, a
nd
use
of e
vide
nce
and
rhet
oric
, as
sess
ing
the
stan
ce, p
rem
ises,
lin
ks a
mon
g id
eas,
wor
d ch
oice
, po
ints
of e
mph
asis,
and
tone
us
ed.
EESL
.11-
12.3
. Det
erm
ine
whe
ther
the
clai
ms m
ade
by
a sp
eake
r are
cre
dibl
e (e
.g.,
fact
or o
pini
on; s
uppo
rted
or
unsu
ppor
ted)
.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.3
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.3
. Det
erm
ine
whe
ther
the
clai
ms m
ade
by a
spea
ker a
re c
redi
ble
(e.g
., fa
ct o
r op
inio
n; su
ppor
ted
or u
nsup
port
ed).
Ex. G
iven
a v
ideo
reco
rdin
g of
a sp
eake
r, st
op th
e vi
deo
after
eac
h cl
aim
and
det
erm
ine
whe
n it
is fa
ct o
r opi
nion
.Ex
. Giv
en a
writt
en re
cord
(not
es) o
f the
cla
ims a
spea
ker m
ade,
hig
hlig
ht e
ach
of th
e cl
aim
s tha
t are
fact
in o
ne c
olor
and
thos
e th
at a
re o
pini
on in
a se
cond
col
or.
Ex. D
eter
min
e w
heth
er c
laim
s mad
e by
a sp
eake
r are
fact
or o
pini
on b
y as
king
adv
ice
of a
pa
rent
or t
each
er.
Ex. C
ateg
orize
stat
emen
ts m
ade
by p
eers
as f
act o
r opi
nion
.Ex
. Cho
ose
stat
emen
ts m
ade
by a
pee
r tha
t are
fact
(e.g
., “D
id th
e te
ache
r tel
l you
it w
as
true
in th
e pa
st?”
).
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.3. D
eter
min
e w
heth
er a
cla
im m
ade
by a
spea
ker i
s cre
dibl
e (e
.g.,
fact
or
opin
ion;
supp
orte
d or
uns
uppo
rted
).Ex
. Giv
en a
writt
en v
ersio
n of
a si
ngle
cla
im p
rese
nted
by
a sp
eake
r, ev
alua
te th
e cl
aim
to
dete
rmin
e w
heth
er it
is fa
ct o
r opi
nion
.Ex
. Afte
r a p
eer m
akes
a c
laim
abo
ut a
text
bei
ng d
iscus
sed,
det
erm
ine
whe
ther
it is
su
ppor
ted
by th
e te
xt.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.3. I
denti
fy fa
cts a
bout
self
and
stat
e op
inio
ns.
Ex. G
iven
a li
st o
f fac
ts a
bout
stud
ents
in th
e cl
ass,
iden
tify
thos
e th
at a
re fa
cts a
bout
self
(e.g
., I a
m a
boy
. I h
ave
brow
n ha
ir. I
hav
e gr
een
eyes
.), st
ate
an o
pini
on (e
.g.,
“Bro
wn
hair
is ni
ce.”)
.Ex
. Cla
ssify
exa
mpl
es o
f fac
t or o
pini
on a
bout
self
whe
n gi
ven
choi
ces.
English Language Arts | Grades 9-12 91
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Pres
enta
tion
of K
now
ledg
e an
d Id
eas.
SL.1
1-12
.4. P
rese
nt in
form
ation
, fin
ding
s, a
nd su
ppor
ting
evid
ence
, con
veyi
ng a
cle
ar
and
disti
nct p
ersp
ectiv
e, su
ch
that
list
ener
s can
follo
w th
e lin
e of
reas
onin
g, a
ltern
ative
or
opp
osin
g pe
rspe
ctive
s are
ad
dres
sed,
and
the
orga
niza
tion,
de
velo
pmen
t, su
bsta
nce,
and
st
yle
are
appr
opria
te to
pur
pose
, au
dien
ce, a
nd a
rang
e of
form
al
and
info
rmal
task
s.
EESL
.11-
12.4
. Pre
sent
in
form
ation
and
find
ings
as
wel
l as a
ltern
ative
or
oppo
sing
info
rmati
on, w
ith a
n or
gani
zatio
n th
at is
app
ropr
iate
to
the
purp
ose,
aud
ienc
e, a
nd
task
.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.4
. Org
anize
and
pre
sent
info
rmati
on a
nd fi
ndin
gs a
s wel
l as a
ltern
ative
or
oppo
sing
info
rmati
on, w
ith a
n or
gani
zatio
n th
at is
app
ropr
iate
to th
e pu
rpos
e, a
udie
nce,
an
d ta
sk.
Ex. O
rgan
ize in
form
ation
gat
here
d th
roug
h re
sear
ch in
clud
ing
info
rmati
on th
at sp
ecifi
cally
sh
ows b
oth
sides
of a
n ar
gum
ent a
nd p
rese
nt it
dur
ing
a di
scus
sion.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.4
. Pre
sent
info
rmati
on a
nd fi
ndin
gs a
s wel
l as a
ltern
ative
or o
ppos
ing
info
rmati
on, w
ith a
n or
gani
zatio
n th
at is
app
ropr
iate
to th
e pu
rpos
e, a
udie
nce,
and
task
.Ex
. Whe
n as
ked
to p
rese
nt o
n a
com
mun
ity is
sue
with
two
sides
(e.g
., bu
ildin
g a
new
sc
hool
), ga
ther
info
rmati
on, o
rgan
ize it
, and
pre
sent
it.
Ex. O
rgan
ize in
form
ation
gat
here
d th
roug
h re
sear
ch in
clud
ing
info
rmati
on th
at sp
ecifi
cally
sh
ows b
oth
sides
of a
n ar
gum
ent a
nd p
rese
nt it
dur
ing
a di
scus
sion.
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.4. P
rese
nt in
form
ation
logi
cally
with
an
orga
niza
tion
that
is a
ppro
pria
te to
pu
rpos
e, a
udie
nce,
and
task
.Ex
. Cre
ate
a pr
esen
tatio
n ab
out a
cla
ss p
roje
ct b
egin
ning
with
a p
ictu
re o
f the
fina
l pr
oduc
t and
exp
lain
ing
each
step
; the
n, p
rese
nt it
at a
n op
en h
ouse
for p
aren
ts.
Ex. P
rese
nt in
form
ation
abo
ut a
boo
k be
ing
read
in c
lass
star
ting
with
a st
atem
ent o
f th
e to
pic
and
mai
n id
ea o
f the
boo
k an
d fo
llow
ing
with
impo
rtan
t det
ails
that
app
ear
thro
ugho
ut.
Ex. G
iven
the
step
s req
uire
d to
pre
pare
a re
cipe
, seq
uenc
e th
e in
form
ation
and
stat
e th
e di
recti
ons a
s a p
eer p
repa
res i
t for
the
clas
s.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.4. W
ith g
uida
nce
and
supp
ort,
pres
ent p
repa
red
info
rmati
on.
Ex. U
se a
sing
le m
essa
ge v
oice
out
put d
evic
e to
pre
sent
info
rmati
on p
rere
cord
ed w
ith th
e he
lp o
f a p
eer o
r adu
lt.Ex
. Use
a si
ngle
switc
h to
adv
ance
the
slide
s in
a m
ultim
edia
pre
sent
ation
of i
nfor
mati
on
prep
ared
with
pee
rs o
r a te
ache
r.
92 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.1
1-12
.5. M
ake
stra
tegi
c us
e of
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, an
d in
tera
ctive
ele
men
ts)
in p
rese
ntati
ons t
o en
hanc
e un
ders
tand
ing
of fi
ndin
gs,
reas
onin
g, a
nd e
vide
nce
and
to
add
inte
rest
.
EESL
.11-
12.5
. Use
dig
ital m
edia
(e
.g.,
text
ual,
grap
hica
l, au
dio,
vi
sual
, and
inte
racti
ve e
lem
ents
) in
pre
sent
ation
s to
supp
ort
unde
rsta
ndin
g.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.5
. Use
dig
ital m
edia
stra
tegi
cally
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
in
tera
ctive
ele
men
ts) i
n pr
esen
tatio
ns to
supp
ort u
nder
stan
ding
and
add
inte
rest
.Ex
. Use
vid
eo to
supp
ort s
tate
men
t(s)
mad
e in
an
oral
pre
sent
ation
.Ex
. Use
a c
ombi
natio
n of
text
, gra
phic
s, a
nd v
ideo
clip
s in
a pr
esen
tatio
n ab
out t
heir
own
resp
onsib
ilitie
s as p
art o
f a u
nit o
n pe
rson
al re
spon
sibili
ty.
Ex. S
trat
egic
ally
pla
ce a
text
and
gra
phic
imag
es o
n a
tri-f
old
scie
nce
disp
lay
to a
dd
inte
rest
to a
pre
sent
ation
on
an a
ssig
ned
topi
c.
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.5
. Use
dig
ital m
edia
(e.g
., te
xtua
l, gr
aphi
cal,
audi
o, v
isual
, and
inte
racti
ve
elem
ents
) in
pres
enta
tions
to su
ppor
t und
erst
andi
ng.
Ex. P
ut te
xt a
nd g
raph
ics t
oget
her i
n a
mul
timed
ia p
rese
ntati
on a
bout
ow
n re
spon
sibili
ties
as p
art o
f a u
nit o
n pe
rson
al re
spon
sibili
ty.
Ex. P
lace
a te
xt a
nd g
raph
ic im
ages
on
a tr
i-fol
d sc
ienc
e di
spla
y an
d us
e it
to su
ppor
t an
oral
pre
sent
ation
.
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.5. S
elec
t an
imag
e or
oth
er d
igita
l med
ia to
add
to a
pre
sent
ation
.Ex
. Giv
en a
n ar
ray
of im
ages
sele
cted
by
peer
s or a
n ad
ult,
sele
ct a
n im
age
to a
dd to
a
pred
eter
min
ed se
ction
of a
pre
sent
ation
.Ex
. Giv
en a
sele
ction
of s
hort
vid
eo c
lips e
dite
d by
pee
rs o
r an
adul
t, se
lect
an
imag
e to
in
clud
e in
a p
rese
ntati
on.
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.5. A
ssist
with
med
ia p
rese
ntati
on.
Ex. I
ndic
ate
appr
oval
of i
mag
es a
pee
r has
sele
cted
to in
clud
e in
a m
edia
pre
sent
ation
.Ex
. Use
a sw
itch
to m
ake
a pr
esen
tatio
n pr
epar
ed w
ith a
gro
up o
f pee
rs.
English Language Arts | Grades 9-12 93
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
SL.1
1-12
.6. A
dapt
spee
ch to
a
varie
ty o
f con
text
s and
task
s,
dem
onst
ratin
g a
com
man
d of
fo
rmal
Eng
lish
whe
n in
dica
ted
or
appr
opria
te.
(See
gra
des 1
1-12
La
ngua
ge S
tand
ards
1 a
nd 3
for
spec
ific
expe
ctati
ons.
)
EESL
.11-
12.6
. Ada
pt
com
mun
icati
on to
a v
arie
ty
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces w
hen
indi
cate
d or
app
ropr
iate
.
Leve
l IV
AA
Stu
dent
s w
ill:
EESL
.11-
12.6
. N/A
Leve
l III
AA
Stu
dent
s w
ill:
EESL
.11-
12.6
. Ada
pt c
omm
unic
ation
to a
var
iety
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces w
hen
indi
cate
d or
app
ropr
iate
.Ex
. Shi
ft fr
om in
form
al c
omm
unic
ation
with
pee
rs d
urin
g a
disc
ussio
n to
spea
king
in
com
plet
e se
nten
ces w
hen
the
teac
her a
sks f
or a
sum
mar
y of
the
disc
ussio
n.Ex
. Dur
ing
lunc
h, a
dapt
from
info
rmal
, tel
egra
phic
spee
ch w
hen
com
mun
icati
ng w
ith
peer
s (e.
g., h
olds
up
milk
car
ton
and
says
, “he
lp”)
to c
ompl
ete
sent
ence
s whe
n an
adu
lt st
ops t
o as
k a
ques
tion
(e.g
., “W
e ca
n go
now
.”).
Ex. D
urin
g a
disc
ussio
n, sp
eak
in c
ompl
ete
sent
ence
s to
shar
e pr
epar
ed in
form
ation
and
sh
ift to
info
rmal
lang
uage
to re
spon
d to
follo
w-u
p qu
estio
ns fr
om p
eers
.
Leve
l II A
A S
tude
nts
will
:EE
SL.1
1-12
.6. C
omm
unic
ate
in a
var
iety
of c
onte
xts a
nd ta
sks u
sing
com
plet
e se
nten
ces
whe
n as
ked.
Ex. E
xpan
d on
e-w
ord
resp
onse
to a
com
plet
e se
nten
ce w
hen
aske
d (e
.g.,
The
stud
ent
says
, “m
ore”
and
exp
ands
it to
say,
“I w
ant m
ore.
” w
hen
aske
d.).
Ex. U
sing
a m
ultip
le m
essa
ge v
oice
out
put d
evic
e to
exp
and
a on
e-w
ord
resp
onse
to a
co
mpl
ete
sent
ence
whe
n as
ked
(e.g
., Th
e st
uden
t say
s, “
bad
clas
s,” a
nd e
xpan
ds it
to sa
y, “T
he c
lass
was
bad
.” w
hen
aske
d to
say
it in
a c
ompl
ete
sent
ence
.).
Leve
l I A
A S
tude
nts
will
:EE
SL.1
1-12
.6. C
omm
unic
ate
in a
var
iety
of c
onte
xts.
Ex. W
hen
wor
king
with
pee
rs, e
ye g
aze
to c
hoic
es o
ffere
d by
pee
rs to
mak
e ch
oice
s and
co
ntrib
ute.
Ex. W
hen
wor
king
with
a re
late
d se
rvic
es p
rovi
der,
sele
ct a
sym
bol f
rom
an
arra
y of
op
tions
to c
omm
unic
ate
a ch
oice
of a
ctivi
ties.
Ex. U
se c
omm
unic
ation
dev
ices
to c
omm
unic
ate
usin
g la
ngua
ge.
94 Common Core Essential Elements
Ele
ven
th-T
wel
fth
Gra
de
En
gli
sh L
ang
uag
e A
rts
Stan
dar
ds:
Lan
gu
age
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Conv
enti
ons
of S
tand
ard
Engl
ish.
L.11
-12.
1. D
emon
stra
te
com
man
d of
the
conv
entio
ns o
f st
anda
rd E
nglis
h gr
amm
ar a
nd
usag
e w
hen
writi
ng o
r spe
akin
g.a.
Ap
ply
the
unde
rsta
ndin
g th
at u
sage
is
a m
atter
of c
onve
ntion
, ca
n ch
ange
ove
r tim
e, a
nd is
so
meti
mes
con
test
ed.
EEL.
11-1
2.1.
Dem
onst
rate
co
mm
and
of th
e co
nven
tions
of
stan
dard
Eng
lish
gram
mar
and
us
age
whe
n w
riting
or s
peak
ing.
a.
Appl
y un
ders
tand
ings
th
at c
onve
ntion
s of E
nglis
h ar
e re
quire
d in
som
e fo
rms o
f co
mm
unic
ation
(e.g
., w
riting
a
lette
r to
advo
cate
for s
omet
hing
) bu
t not
in o
ther
s (e.
g., w
riting
an
e-m
ail o
r a te
xt m
essa
ge to
a
frie
nd).
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.1.
a. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.1.
a. A
pply
und
erst
andi
ngs t
hat c
onve
ntion
s of E
nglis
h ar
e re
quire
d in
som
e fo
rms o
f com
mun
icati
on (e
.g.,
writi
ng a
lette
r to
advo
cate
for s
omet
hing
) but
not
in
othe
rs (e
.g.,
writi
ng a
n e-
mai
l or a
text
mes
sage
to a
frie
nd).
Ex. U
se d
iffer
ent s
ente
nce
stru
ctur
es a
nd w
ord
choi
ces f
or d
iffer
ent f
orm
s of w
riting
.Ex
. Writ
e a
text
or i
nsta
nt m
essa
ge e
ffecti
vely
sele
cting
the
few
wor
ds th
at b
est
com
mun
icat
e th
e m
essa
ge.
Ex. U
se A
AC d
evic
e to
com
pose
shor
t, te
legr
aphi
c m
essa
ges i
n in
form
al, f
ace-
to-fa
ce
com
mun
icati
on b
ut c
ompo
ses c
ompl
ete
mes
sage
s whe
n w
riting
(e.g
., As
ks fr
iend
, “Ga
me
toda
y?”
whe
n sp
eaki
ng, b
ut w
rites
an
e-m
ail t
o an
othe
r frie
nd, “
Wan
na g
o to
the
gam
e to
nigh
t?”)
.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
1.a.
Writ
e a
varie
ty o
f for
ms o
f com
mun
icati
on to
acc
ompl
ish d
iffer
ent
purp
oses
.Ex
. Writ
e an
e-m
ail,
lette
r, or
text
mes
sage
to c
omm
unic
ate
with
som
eone
else
.Ex
. Writ
e an
info
rmal
not
e to
the
teac
her a
skin
g a
ques
tion.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
1.a.
Use
lang
uage
to m
eet a
var
iety
of c
omm
unic
ation
pur
pose
s.Ex
. Com
bine
two
sym
bols
to m
ake
a re
ques
t.
Ex. U
se th
ree
wor
ds to
than
k so
meo
ne.
Ex. C
ombi
ne tw
o or
mor
e sy
mbo
ls to
com
mun
icat
e.
English Language Arts | Grades 9-12 95
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
b.
Reso
lve
issue
s of
com
plex
or c
onte
sted
usa
ge,
cons
ultin
g re
fere
nces
(e.g
., M
erria
m-W
ebst
er’s
Dic
tiona
ry o
f En
glis
h U
sage
, Gar
ner’
s M
oder
n A
mer
ican
Usa
ge) a
s nee
ded.
EEL.
11-1
2.1.
b. U
se a
ppro
pria
te
reso
urce
s to
reso
lve
issue
s in
volv
ing
gram
mar
usa
ge,
punc
tuati
on, a
nd sp
ellin
g (e
.g.,
end
of se
nten
ce p
unct
uatio
n,
com
mas
, que
stion
mar
ks,
excl
amati
on p
oint
s, h
yphe
natio
n,
pare
nthe
ses,
and
col
ons)
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.1.
b. S
elec
t the
app
ropr
iate
reso
urce
from
a c
olle
ction
to re
solv
e iss
ues
invo
lvin
g gr
amm
ar u
sage
, pun
ctua
tion,
and
spel
ling.
Ex. P
eer e
dit a
noth
er st
uden
t’s w
riting
sam
ple
to re
solv
e iss
ues i
n gr
amm
ar, p
unct
uatio
n,
and
spel
ling.
Ex. R
ecor
d a
read
ing
of w
riting
sam
ple
and
play
back
aud
io to
che
ck fo
r gra
mm
ar u
sage
.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.1.
b. U
se a
ppro
pria
te re
sour
ces t
o re
solv
e iss
ues i
nvol
ving
gra
mm
ar u
sage
, pu
nctu
ation
, and
spel
ling
(e.g
., en
d of
sent
ence
pun
ctua
tion,
com
mas
, que
stion
mar
ks,
excl
amati
on p
oint
s, h
yphe
natio
n, p
aren
thes
es, a
nd c
olon
s).
Ex. U
se a
dic
tiona
ry o
r the
saur
us w
hen
prov
ided
by
the
teac
her t
o fin
d al
tern
ate
wor
ds
with
sim
ilar m
eani
ngs.
Ex. R
espo
nd to
ele
ctro
nic
prom
pts f
or e
ditin
g (e
.g.,
spel
l che
ck, g
ram
mar
che
ck, a
uto
corr
ects
, wor
d pr
edic
tion
softw
are)
.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
1.b.
Use
reso
urce
s to
reso
lve
issue
s inv
olvi
ng sp
ellin
g an
d w
ord
choi
ce.
Ex. A
sk a
teac
her h
ow to
cor
rect
a m
isspe
lled
wor
d.Ex
. Use
spel
l che
ck to
find
cor
rect
spel
lings
.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
1.b.
Iden
tify
wor
ds.
Ex. W
hen
give
n a
choi
ce o
f wor
ds o
r pic
ture
s, se
lect
wor
ds fr
om st
ory.
96 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
L.11
-12.
2. D
emon
stra
te
com
man
d of
the
conv
entio
ns o
f st
anda
rd E
nglis
h ca
pita
lizati
on,
punc
tuati
on, a
nd sp
ellin
g w
hen
writi
ng.
a.
Obs
erve
hyp
hena
tion
conv
entio
ns.
EEL.
11-1
2.2.
App
ly k
now
ledg
e of
co
nven
tions
of E
nglis
h gr
amm
ar
to c
onve
y de
sired
mea
ning
in
writi
ng a
nd c
omm
unic
ation
.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.2.
App
ly k
now
ledg
e of
con
venti
ons o
f Eng
lish
gram
mar
to c
onve
y de
sired
m
eani
ng in
writi
ng a
nd c
omm
unic
ation
.Ex
. Gen
erat
e le
ngth
y te
xts t
hat c
onfo
rm to
con
venti
ons o
f Eng
lish
gram
mar
and
cle
arly
co
nvey
s mea
ning
.Ex
. Writ
e (le
tters
, e-m
ails,
not
es) t
o ot
hers
follo
win
g co
nven
tions
of E
nglis
h gr
amm
ar a
nd
clea
rly c
onve
ying
inte
nded
mea
ning
.Ex
. Eng
age
in m
ultip
le-t
urn
exch
ange
s or e
xten
ded
disc
ussio
ns a
pply
ing
conv
entio
ns o
f En
glish
gra
mm
ar a
nd c
omm
unic
ating
inte
nded
mea
ning
succ
essf
ully.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.2.
App
ly k
now
ledg
e of
con
venti
ons o
f Eng
lish
gram
mar
to c
onve
y de
sired
m
eani
ng in
writi
ng a
nd c
omm
unic
ation
.Ex
. Writ
e se
nten
ce-le
vel t
exts
that
con
form
to c
onve
ntion
s of E
nglis
h gr
amm
ar a
nd c
lear
ly
conv
eys m
eani
ng.
Ex. R
ead
text
obs
ervi
ng ru
les o
f spe
ech,
pau
sing
at e
nds o
f sen
tenc
es, e
tc.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
2. U
se la
ngua
ge to
app
ly k
now
ledg
e of
con
venti
ons o
f Eng
lish
gram
mar
to
conv
ey d
esire
d m
eani
ng in
writi
ng a
nd c
omm
unic
ate
desir
ed m
eani
ng.
Ex. I
denti
fy w
ords
that
app
ropr
iate
ly re
late
to a
con
veye
d m
eani
ng.
Ex. C
ombi
ne 2
-3 sy
mbo
ls ac
cord
ing
to g
ram
mati
cal r
ules
to su
cces
sful
ly c
omm
unic
ate
inte
nded
mea
ning
.Le
vel I
AA
Stu
dent
s w
ill:
EEL.
11-1
2.2.
Use
lang
uage
to c
omm
unic
ate.
Ex. U
se 1
-2 sy
mbo
ls to
mee
t a v
arie
ty o
f com
mun
icati
on p
urpo
ses.
b.
Spel
l cor
rect
ly.EE
L.11
-12.
2.b.
N/A
English Language Arts | Grades 9-12 97
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
Know
ledg
e of
Lan
guag
e.
L.11
-12.
3. A
pply
kno
wle
dge
of
lang
uage
to u
nder
stan
d ho
w
lang
uage
func
tions
in d
iffer
ent
cont
exts
, to
mak
e eff
ectiv
e ch
oice
s for
mea
ning
or s
tyle
, and
to
com
preh
end
mor
e fu
lly w
hen
read
ing
or li
sten
ing.
a.
Vary
synt
ax fo
r effe
ct,
cons
ultin
g re
fere
nces
(e.g
., Tu
fte’s
Artf
ul S
ente
nces
) for
gu
idan
ce a
s nee
ded;
app
ly a
n un
ders
tand
ing
of sy
ntax
to th
e st
udy
of c
ompl
ex te
xts w
hen
read
ing.
EEL.
11-1
2.3.
Use
kno
wle
dge
of la
ngua
ge to
ach
ieve
des
ired
mea
ning
whe
n w
riting
or
com
mun
icati
ng.
a.
Vary
sent
ence
stru
ctur
e us
ing
a va
riety
of s
impl
e an
d co
mpo
und
sent
ence
stru
ctur
es.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.3.
a. U
se v
arie
d se
nten
ce st
ruct
ure
in a
sing
le w
ritten
pro
duct
or c
omm
unic
ation
ex
chan
ge.
Ex. U
se si
mpl
e, re
petiti
ve se
nten
ces t
o sh
are
info
rmati
on a
bout
a to
pic
but v
ary
sent
ence
st
ruct
ures
whe
n w
riting
a p
erso
nal n
arra
tive.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.3.
a. V
ary
sent
ence
stru
ctur
e us
ing
a va
riety
of s
impl
e an
d co
mpo
und
sent
ence
st
ruct
ures
.Ex
. Writ
e a
brie
f sum
mar
y of
a st
ory
read
usin
g a
com
bina
tion
of si
mpl
e an
d co
mpo
und
sent
ence
s.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
3.a.
Use
s gra
mm
atica
lly c
orre
ct si
mpl
e se
nten
ce st
ruct
ures
in w
riting
and
co
mm
unic
ation
.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
3.a.
Com
bine
s 2-3
wor
ds a
ccor
ding
to g
ram
mati
cal r
ules
to w
rite
or
com
mun
icat
e.Ex
. Com
bine
2-3
sym
bols
acco
rdin
g to
gra
mm
atica
l rul
es to
succ
essf
ully
com
mun
icat
e in
tend
ed m
eani
ng.
Ex. S
elec
t 2-3
wor
ds fr
om a
wor
d ba
nk a
nd c
ombi
ne th
em a
ccor
ding
to g
ram
mati
cal r
ules
to
succ
essf
ully
com
mun
icat
e in
tend
ed m
eani
ng.
98 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
L.11
-12.
4. D
eter
min
e or
cla
rify
the
mea
ning
of u
nkno
wn
and
mul
tiple
-mea
ning
wor
ds
and
phra
ses b
ased
on
grad
es
11–1
2 re
adin
g an
d co
nten
t, ch
oosin
g fle
xibl
y fr
om a
rang
e of
st
rate
gies
.a.
U
se c
onte
xt (e
.g.,
the
over
all m
eani
ng o
f a
sent
ence
, par
agra
ph, o
r tex
t; a
wor
d’s p
ositi
on o
r fun
ction
in
a se
nten
ce) a
s a c
lue
to th
e m
eani
ng o
f a w
ord
or p
hras
e.
EEL.
11-1
2.4.
Dem
onst
rate
kn
owle
dge
of th
e m
eani
ng
of w
ords
and
phr
ases
dra
wn
read
ing
and
acad
emic
con
tent
.a.
U
se c
onte
xt to
de
term
ine
the
mea
ning
of
unkn
own
wor
ds.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.4.
a. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.4.
a. U
se c
onte
xt to
det
erm
ine
the
mea
ning
of u
nkno
wn
wor
ds.
Ex. D
eter
min
e th
e m
eani
ng o
f unk
now
n w
ords
usin
g kn
owle
dge
of th
e to
pic
of th
e pa
ssag
e an
d th
e co
ntex
t sur
roun
ding
the
wor
d.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
4.a.
Det
erm
ine
the
mea
ning
of a
wor
d in
a se
nten
ce.
Ex. G
iven
cho
ices
of o
ld a
nd n
ew w
ords
, cor
rect
ly fi
lls in
a w
ord
to c
ompl
ete
a se
nten
ce.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
4.a.
Rec
ogni
ze th
e m
eani
ng o
f wor
d fr
om a
pic
ture
.Ex
. Poi
nt to
obj
ect (
com
pute
r) in
resp
onse
to a
wor
d to
indi
cate
mea
ning
.Ex
. Cho
ose
sym
bol f
or sm
all i
n re
spon
se to
teac
her q
uesti
ons (
e.g.
, Whe
n sh
own
a pi
ctur
e of
a m
ouse
stan
ding
nex
t to
an e
leph
ant a
nd th
e te
ache
r say
s, “
This
mou
se is
tiny
. Do
es
tiny
mea
n bi
g or
smal
l?”
The
stud
ent c
hoos
es sy
mbo
l for
smal
l.).
b.
Iden
tify
and
corr
ectly
us
e pa
ttern
s of w
ord
chan
ges
that
indi
cate
diff
eren
t m
eani
ngs o
r par
ts o
f spe
ech
(e.g
., co
ncei
ve, c
once
ption
, co
ncei
vabl
e).
EEL.
11-1
2.4.
b. N
/A
English Language Arts | Grades 9-12 99
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
c.
Cons
ult g
ener
al a
nd
spec
ializ
ed re
fere
nce
mat
eria
ls (e
.g.,
dicti
onar
ies,
glo
ssar
ies,
th
esau
ruse
s), b
oth
prin
t and
di
gita
l, to
find
the
pron
unci
ation
of
a w
ord
or d
eter
min
e or
cla
rify
its p
reci
se m
eani
ng, i
ts p
art o
f sp
eech
, its
ety
mol
ogy,
or it
s st
anda
rd u
sage
.
EEL.
11-1
2.4.
c. N
/A
d.
Verif
y th
e pr
elim
inar
y de
term
inati
on o
f the
mea
ning
of
a w
ord
or p
hras
e (e
.g.,
by
chec
king
the
infe
rred
mea
ning
in
cont
ext o
r in
a di
ction
ary)
.
EEL.
11-1
2.4.
d. C
onsu
lt re
fere
nce
mat
eria
ls (d
ictio
narie
s, o
nlin
e vo
cabu
lary
supp
orts
) to
clar
ify
the
mea
ning
of u
nfam
iliar
wor
ds
enco
unte
red
whe
n re
adin
g.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.4.
d. C
onsu
lt re
fere
nce
mat
eria
ls (d
ictio
narie
s, o
nlin
e vo
cabu
lary
supp
orts
) to
clar
ify th
e m
eani
ng o
f unf
amili
ar w
ords
enc
ount
ered
whe
n re
adin
g.Ex
. Use
the
voca
bula
ry lo
ok-u
p fe
atur
e in
a sc
reen
read
er to
che
ck th
e m
eani
ng o
f an
unkn
own
wor
d.Ex
. Use
an
elec
tron
ic d
ictio
nary
to e
nter
an
unfa
mili
ar w
ord
enco
unte
red
in te
xt a
nd c
heck
th
e m
eani
ng.
Ex. L
ook
up a
n un
fam
iliar
wor
d in
a p
rimar
y di
ction
ary
to c
heck
the
mea
ning
.
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.4.
d. C
onsu
lt re
fere
nce
mat
eria
ls (d
ictio
narie
s, o
nlin
e vo
cabu
lary
supp
orts
) to
clar
ify th
e m
eani
ng o
f unf
amili
ar w
ords
enc
ount
ered
whe
n re
adin
g.Ex
. Use
the
voca
bula
ry lo
ok-u
p fe
atur
e in
a sc
reen
read
er to
che
ck th
e m
eani
ng o
f an
unkn
own
wor
d.Ex
. Use
an
elec
tron
ic d
ictio
nary
to e
nter
an
unfa
mili
ar w
ord
enco
unte
red
in te
xt a
nd c
heck
th
e m
eani
ng.
Ex. L
ook
up a
n un
fam
iliar
wor
d in
a p
rimar
y di
ction
ary
to c
heck
the
mea
ning
.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
4.d.
With
gui
danc
e an
d su
ppor
t, co
nsul
t ref
eren
ce m
ater
ials
(dic
tiona
ries,
on
line
voca
bula
ry su
ppor
ts) t
o cl
arify
the
mea
ning
of u
nfam
iliar
wor
ds e
ncou
nter
ed w
hen
read
ing.
Ex. D
oubl
e-cl
ick
on a
wor
d to
reve
al th
e de
finiti
on in
mul
timed
ia re
adin
g so
ftwar
e.Ex
. With
supp
ort g
etting
to th
e co
rrec
t pag
e, lo
ok u
p an
unf
amili
ar w
ord
in a
prim
ary
dicti
onar
y to
che
ck th
e m
eani
ng.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
4.d.
Ask
for c
larifi
catio
n w
hen
need
ed.
Ex. I
ndic
ate
conf
usio
n or
lack
of u
nder
stan
ding
sayi
ng, “
I don
’t kn
ow.”
Ex. I
ndic
ate
“yes
” or
“no
” w
hen
aske
d, “
Do y
ou u
nder
stan
d?”
or “
Do y
ou h
ave
any
ques
tions
?”Ex
. Ind
icat
e a
need
for a
ssist
ance
thro
ugh
gest
ures
, eye
con
tact
or g
aze,
voc
aliza
tions
, etc
.
100 Common Core Essential Elements
CCSS
Gra
de-L
evel
Sta
ndar
dsCo
mm
on C
ore
Esse
ntial
Ele
men
tsIn
stru
ction
al A
chie
vem
ent L
evel
Des
crip
tors
L.11
-12.
5. D
emon
stra
te
unde
rsta
ndin
g of
figu
rativ
e la
ngua
ge, w
ord
rela
tions
hips
, an
d nu
ance
s in
wor
d m
eani
ngs.
a.
Inte
rpre
t figu
res
of sp
eech
(e.g
., hy
perb
ole,
pa
rado
x) in
con
text
and
ana
lyze
th
eir r
ole
in th
e te
xt.
EEL.
11-1
2.5.
Dem
onst
rate
un
ders
tand
ing
of fi
gura
tive
lang
uage
and
wor
ds
rela
tions
hips
.a.
In
terp
ret s
impl
e fig
ures
of
spee
ch e
ncou
nter
ed w
hile
re
adin
g or
list
enin
g.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.5.
a. N
/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.5.
a. In
terp
ret s
impl
e fig
ures
of s
peec
h en
coun
tere
d w
hile
read
ing
or li
sten
ing.
Ex. U
nder
stan
d sim
ile (e
.g.,
My
dog
has a
mem
ory
like
an e
leph
ant.)
whe
n it
is en
coun
tere
d w
hen
read
ing.
Ex. D
eter
min
e th
e di
ffere
nce
betw
een
the
liter
al m
eani
ng o
f met
apho
rs (e
.g.,
My
cat i
s ge
tting
a b
ig a
s a h
ouse
.) an
d th
e ac
tual
mea
ning
whe
n re
adin
g or
list
enin
g (e
.g.,
My
cat i
s fa
t.).
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
5.a.
Und
erst
and
com
mon
idio
ms a
nd fi
gure
s of s
peec
h.Ex
. Giv
en a
repr
esen
tatio
n of
figu
rativ
e la
ngua
ge (e
.g.,
pict
ure
for “
It’s r
aini
ng c
ats a
nd
dogs
”), a
nsw
ers “
yes”
or “
no”
to “
Does
this
real
ly h
appe
n?”
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
5.a.
Und
erst
and
com
mon
phr
ases
.Ex
. Res
pond
s app
ropr
iate
ly w
hen
som
eone
says
phr
ases
such
as:
you
r tur
n, ta
ke o
ne, l
ook
at th
at.
b.
Anal
yze
nuan
ces i
n th
e m
eani
ng o
f wor
ds w
ith si
mila
r de
nota
tions
.
EEL.
11-1
2.5.
b. N
/A
L.11
-12.
6. A
cqui
re a
nd u
se
accu
rate
ly g
ener
al a
cade
mic
an
d do
mai
n-sp
ecifi
c w
ords
and
ph
rase
s, su
ffici
ent f
or re
adin
g,
writi
ng, s
peak
ing,
and
list
enin
g at
the
colle
ge a
nd c
aree
r re
adin
ess l
evel
; dem
onst
rate
in
depe
nden
ce in
gat
herin
g vo
cabu
lary
kno
wle
dge
whe
n co
nsid
erin
g a
wor
d or
phr
ase
impo
rtan
t to
com
preh
ensio
n or
ex
pres
sion.
EEL.
11-1
2.6.
Use
aca
dem
ic a
nd
dom
ain-
spec
ific
wor
ds a
nd
phra
ses f
or c
omm
unic
ation
ap
prop
riate
for t
he st
uden
t’s
educ
ation
al p
lans
and
car
eer
goal
s.
Leve
l IV
AA
Stu
dent
s w
ill:
EEL.
11-1
2.6.
N/A
Leve
l III
AA
Stu
dent
s w
ill:
EEL.
11-1
2.6.
Use
aca
dem
ic a
nd d
omai
n-sp
ecifi
c w
ords
and
phr
ases
for c
omm
unic
ation
ap
prop
riate
ly fo
r one
’s ow
n ed
ucati
onal
pla
ns a
nd c
aree
r goa
ls.Ex
. Res
pond
to a
moc
k in
terv
iew
que
stion
spec
ific
to o
ne’s
own
educ
ation
al p
lan.
Leve
l II A
A S
tude
nts
will
:EE
L.11
-12.
6. U
se a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es w
hen
writi
ng a
nd fo
r co
mm
unic
ation
.Ex
. Com
plet
e a
job
appl
icati
on sp
ecifi
c to
one
’s ow
n ed
ucati
onal
pla
n.
Leve
l I A
A S
tude
nts
will
:EE
L.11
-12.
6. D
emon
stra
te u
nder
stan
ding
of g
ener
al a
cade
mic
lang
uage
.Ex
. Poi
nt to
, und
erlin
e, o
r oth
erw
ise in
dica
te n
ew a
cade
mic
lang
uage
.
English Language Arts | Grades 9-12 101
Adapted text (simplified). Substitutes linguistically frequently occurring vocabulary for infrequently occurring nontechnical vocabulary, shortens sentence length, lowers reading level, and restructures sentences to reduce their complexity. See http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm
Adapted text (elaborated). Clarifies, elaborates, and explains implicit information and makes connections explicit with words sometimes added to increase comprehension. See http://www.coursecrafters.com/ELL-Outlook/2006/mar_apr/ELLOutlookITIArticle1.htm
Assistive technology. Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. See http://standards.gov/assistivetechnology.cfm
Context clues. Bits of information from the text that, when combined with the reader’s own knowledge, help the reader determine the meaning of the text, or unknown words in the text.
Decoding. Understanding that a printed word represents the spoken word, and that this printed word is made of a sequence of phonemes.
Digital literacy. Ability to use digital technology, communication tools, or networks to locate, evaluate, use and create information; ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers; person’s ability to perform tasks effectively in a digital environment. Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. See http://www.library.illinois.edu/diglit/definition.html
Digital tools. Tools that involve or relate to the use of a computer/technology.
Distracters. An incorrect choice among multiple-choice answers on a question or test. See http://dictionary.reference.com/browse/distractor
Encode. To represent complicated information in a simple or short way.
Episode. A brief unit of action in a literary work; a situation that is part of a narrative.
Figurative language. Uses “figures of speech” as a way of saying something other than the literal meaning of the words (e.g., All the world’s a stage.); hyperbole, metaphor, onomatopoeia.
Figurative meaning. Exaggerated or altered meaning of words used as a figure of speech (e.g., She swims like a dolphin (simile); figurative meaning is that she swims very well.).
Formal language. Adheres to stricter grammar rules, does not follow informal, spontaneous language (language between friends).
Graphic organizer. A diagram or pictorial device used to record and show relationships among ideas or information. An example could be a Venn diagram or a T-chart.
Guided writing activities/lessons. Temporary, small group lessons teaching strategies that students most need to practice with guidance from a teacher. See http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html
GLOSSARY OF ENGLISH LANGUAGE ARTS TERMS
102 Common Core Essential Elements
High-frequency words. Words that appear frequently in writing, reading, and language.
Hyperbole. Way of speaking or writing (emphatic exaggeration) that makes someone or something sound bigger, better, more, etc. than they are (e.g., You’ve grown like a bean sprout!).
Idiom. Words in a fixed order that have a particular meaning that is different from the meaning of each word separately (e.g., “Bitten off more than you can chew.”; “It’s raining cats and dogs.”; and “A little under the weather.”
Independent writing. Children write their own pieces, such as stories and informational narratives, retellings, labeling, speech balloons, lists, etc. See http://www.oe.k12.mi.us/balanced_literacy/independent_writing.htm
Inference. Assuming that something is true or forming an opinion based on information.
Informational (natural) language. Refers to spontaneous language (language between friends) that has less strict grammar rules and/or shorter sentences.
Informational text. Text that intends to provide information on a particular topic (e.g., an essay written about the Battle of Gettysburg).
Informational essay/text/writing. Writing that intends to provide information on a particular topic (e.g., Students write informational pieces about the effects of global warming, the impact of women in politics, and the salaries and endorsements in professional sports.).
Intonation. The sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said.
Literary elements. Characterizations, setting(s), plot(s) (including exposition, rising action, climax, and falling action), and theme(s) developed by an author over the course of a story.
Metaphor. An expression (figure of speech) which describes a person or object in a literary way by referring to something that is considered to have similar characteristics to the person or object being described, such as “The mind is an ocean,” and “The city is a jungle.”
Multimedia book. Combines media of communication (e.g., text, graphics, and sound).
Multimodal. Having or involving several or a combination of learning styles, modes, or modalities (e.g., auditory, kinesthetic, visual, or a combination).
Onomatopoeia. The creation and use of words which include sounds that are similar to the noises (imitates) that the words refer to (e.g., hiss, buzz, bang, or the word “zip” imitates the sound of zipping up one’s coat).
Open-ended questions. A question beginning with such words as what, why, how, describe that are designed to encourage a full, meaningful answer using the subject’s own knowledge and/or feelings. See http://www.mediacollege.com/journalism/interviews/open-ended-questions.html and http://changingminds.org/techniques/questioning/open_closed_questions.htm
English Language Arts | Grades 9-12 103
Phonemes. Abstract units of the phonetic system of a language that corresponds to a set of similar speech sounds (as the velar \k\ of cool and the palatal \k\ of keel) which are perceived to be a single distinctive sound in the language. See http://www.merriam-webster.com/dictionary/phoneme
Phonetic spelling. The representation of vocal sounds which express pronunciations of words and a system of spelling in which each letter represents invariably the same spoken sound. See http://dictionary.reference.com/help/faq/language/s08.html
Picture exchange cards (PECS). Originally created by Pyramid Products as a tool for communicating with non-verbal people on the spectrum. Since its invention, though, “PECS” has become shorthand for any kind of image-based communication.
Prompt levels/prompt hierarchy. To make something happen.• Verbal prompts - Statements that help learners acquire target skills (e.g., “You might need
to try it a different way,” “Write your name.”).• Gestural prompts - Movements that cue learners to use a particular behavior or skill (e.g.,
pointing to the top of the paper where the learner needs to write his name).• Model prompts - Models the target skill or behavior. Full model prompts can be verbal
if the skill being taught is verbal, or they can be motor responses if the skill being taught involves moving a body part.
• Physical prompts - Touches to help a student use the target behavior or skill (e.g., tapping a learner’s hand to cue writing, putting hand over learner’s to help writing).
• Visual prompts - Pictures of events that provide learners with information about how to use the target skill or behavior (e.g., task analysis checklist, transition picture card). See http://autismpdc.fpg.unc.edu/content/prompting
Roots (morphemes). The most basic form of a word that is still able to convey a particular thought or meaning.
Segmental phonemes. One of the phonemes (as \ k, a, t \ in cat, tack, act) of a language that can be assigned to a relative sequential order of minimal segments. See http://www.merriam-webster.com/dictionary/segmental%20phoneme
Sensory language/sensory words. Words that refer to the senses of sight, touch, hearing, smell, and taste that can help add realism to writing.
Shared reading. An interactive reading experience where children interact with the reading of a big book or other enlarged text as guided by a teacher or other experienced reader, generally accomplished using an enlarged text that all children can see. See http://www.oe.k12.mi.us/balanced_literacy/shared_reading.htm
Shared writing activity/modeled writing. An approach to writing where the teacher and children work together to compose messages and stories where children provide the ideas and the teacher supports the process as a scribe. The message is usually related to some individual or group experience. The teacher provides full support, modeling and demonstrating the process of putting children’s ideas into written language. See http://www.oe.k12.mi.us/balanced_literacy/modeled_writing.htm
104 Common Core Essential Elements
Short essay. Literary composition on a single subject, usually presenting the personal view of the author. See http://www.thefreedictionary.com/essay
Simile. The use of an expression (figure of speech) comparing one thing with another, always including the words “as” or “like” (e.g., She swims like a dolphin.).
Social story. Describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses and shares accurate social information that is easily understood by its audience. See http://www.thegraycenter.org/social-stories/what-are-social-stories
Speech/voice-to-text technology. A type of speech recognition program that converts spoken to written language. See http://searchunifiedcommunications.techtarget.com/definition/voice-to-text
Spatial and temporal relationships/meaning words. Signal event order (e.g., behind, under, after, soon, next, and later).
Story elements. Plot, setting, genre, point of view, characters, and order of events.
Textual evidence. Evidence from one or more texts used to support an argument/position, and is derived from reading and drawing from other text(s). It is provided in the form of quotation, paraphrase, descriptions of theory, and also description. See http://wiki.answers.com/Q/What_is_a_textual_evidence
Theme or central idea. Main thought or topic in a work of literature
Vivid verbs. Words that express an action with an implied emphasis (e.g., “He sprinted down the street,” or “He dashed down the street,” rather than “He ran down the street.”).
Word family. Groups of words that have a common feature or pattern (also known as phonograms, rhymes, or chunks). At, cat, hat, and fat are a family of words with the “at” sound and letter combination in common. Common word families include: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw, ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk. See http://www.enchantedlearning.com/rhymes/wordfamilies/
English Language Arts | Grades 9-12 105
Accommodations. Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others, including any combination of these that does not change the construct intended to be measured by the assessment or the meaning of the resulting scores. Accommodations are used for equity, not advantage, and serve to level the playing field. To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Plan (IEP) or Section 504 plan and used regularly during instruction and classroom assessment.
Achievement descriptors. Narrative descriptions of performance levels that convey student performance at each achievement level and further defines content standards by connecting them to information that describes how well students are doing in learning the knowledge and skills contained in the content standards. See also “performance descriptors.”
Achievement levels. A measurement that distinguishes an adequate performance from a novice or expert performance. Achievement levels provide a determination of the extent to which a student has met the content standards. See also “performance levels.”
Achievement standard. A system that includes performance levels (e.g., unsatisfactory, proficient, or advanced), descriptions of student performance for each level, examples of student work representing the entire range of performance for each level, and cut scores. A system of performance standards operationalizes and further defines content standards by connecting them to information that describes how well students are doing in learning the knowledge and skills contained in the content standards. See also “performance standards.”
Achievement test. An instrument designed to measure efficiently the amount of academic knowledge and/or skill a student has acquired from instruction. Such tests provide information that can be compared to either a norm group or a measure of performance, such as a standard.
Age appropriate. The characteristics of the skills taught, the activities and materials selected, and the language level employed that reflect the chronological age of the student.
Alignment. The similarity or match between or among content standards, achievement (performance) standards, curriculum, instruction, and assessments in terms of equal breadth, depth, and complexity of knowledge and skill expectations.
Alternate assessment. An instrument used in gathering information on the standards-based performance and progress of students whose disabilities preclude their valid and reliable participation in general assessments. Alternate assessments measure the performance of a relatively small population of students who are unable to participate in the general assessment system, even with accommodations, as determined by the IEP team.
Assessment. The process of collecting information about individuals, groups, or systems that relies upon a number of instruments, one of which may be a test, making assessment a more comprehensive term than test.
Assessment literacy. The knowledge of the basic principles of sound assessment practice including terminology, development, administration, analysis, and standards of quality.
GLOSSARY OF SPECIAL EDUCATION TERMS
106 Common Core Essential Elements
Assistance. (versus support) The degree to which the teacher provides aid to the student’s performance that provides direct assistance in the content or skill being demonstrated by the student. That is, the assistance involves the teacher performing the cognitive work required. Assistance results in an invalidation of the item or score. See also “support.”
Assistive technology. A device, piece of equipment, product system or service that is used to increase, maintain, or improve the functional capabilities of a student with a disability. (See 34 CFR §300.5 and 300.6.)
Cues. Assistance, words, or actions provided to a student to increase the likelihood that the student will give the desired response.
Curriculum. A document that describes what teachers do in order to convey grade-level knowledge and skills to a student.
Depth. The level of cognitive processing (e.g., recognition, recall, problem solving, analysis, synthesis, and evaluation) required for success relative to the performance standards.
Disaggregation. The collection and reporting of student achievement results by particular subgroups (e.g., students with disabilities, limited English proficient students), to ascertain the subgroup’s academic progress. Disaggregation makes it possible to compare subgroups or cohorts.
Essence of the Standard. Is that which conveys the same ideas, skills, and content of the standard, expressed in simpler terms.
Essential Elements (EEs or CCEEs). The Common Core Essential Elements are specific statements of the content and skills that are linked to the Common Core State Standards (CCSS) grade level specific expectations for students with significant cognitive disabilities.
Grade Band Essential Element. A statement of essential precursor content and skills linked to the Common Core State Standards (CCSS) grade-level standards and indicators that maintain the essence of that standard, thereby identifying the grade-level expectations for students with significant cognitive disabilities to access and make progress in the general curriculum.
Grade level. The grade in which a student is enrolled.
Individualized Education Program (IEP). An IEP is a written plan, developed by a team of regular and special educators, parents, related service personnel and the student, as appropriate, describing the specially designed instruction needed for an eligible exceptional student to progress in the content standards and objectives and to meet other educational needs.
Linked. A relationship between a grade-level indicator for Common Core State Standards (CCSS) and Common Core Essential Elements (EEs or CCEEs) that reflects similar content and skills but does not match the breadth, depth, and complexity of the standards.
English Language Arts | Grades 9-12 107
Multiple measures. Measurement of student or school performance through more than one form or test• For students, these might include teacher observations, performance assessments, or
portfolios.• For schools, these might include dropout rates, absenteeism, college attendance, or
documented behavior problems.
Natural cue. Assistance given to a student that provides a flow among the expectations presented by the educator, opportunities to learn, and the desired outcome exhibited by the student.
Opportunity to learn. The provision of learning conditions, including suitable adjustments, to maximize a student’s chances of attaining the desired learning outcomes, such as the mastery of content standards.
Readability. The formatting of presented material that considers the organization of text; syntactic complexity of sentences; use of abstractions; density of concepts; sequence and organization of ideas; page format; sentence length; paragraph length; variety of punctuation; student background knowledge or interest; and use of illustrations or graphics in determining the appropriate level of difficulty of instructional or assessment materials.
Real-world application. The opportunity for a student to exhibit a behavior or complete a task that he or she would normally be expected to perform outside of the school environment.
Response requirements. The type, kind, or method of action required of a student to answer a question or testing item. The response may include, but is not limited to, reading, writing, speaking, creating, and drawing.
Stakeholders. A group of individuals perceived to be vested in a particular decision (e.g., a policy decision).
Standardized. An established procedure that assures that a test is administered with the same directions, under the same conditions, and is scored in the same manner for all students to ensure the comparability of scores. Standardization allows reliable and valid comparison to be made among students taking the test. The two major types of standardized tests are norm-referenced and criterion-referenced.
Standards. There are two types of standards, content, and achievement (performance).• Content standards. Statements of the subject-specific knowledge and skills that schools are
expected to teach students, indicating what students should know and be able to do.• Achievement (Performance) standards. Indices of qualities that specify how adept
or competent a student demonstration must be and that consist of the following four components:
• levels that provide descriptive labels or narratives for student performance (i.e., advanced, Level III, etc.);
• descriptions of what students at each particular level must demonstrate relative to the task;• examples of student work at each level illustrating the range of performance within each
level; and• cut scores clearly separating each performance level.
108 Common Core Essential Elements
Standards-based assessments. Assessments constructed to measure how well students have mastered specific content standards or skills.
Test. A measuring device or procedure. Educational tests are typically composed of questions or tasks designed to elicit predetermined behavioral responses or to measure specific academic content standards.
Test presentation. The method, manner, or structure in which test items or assessments are administered to the student.
Universal design of assessment. A method for developing an assessment to ensure accessibility by all students regardless of ability or disability. Universal design of assessment is based on principles used in the field of architecture in which user diversity is considered during the conceptual stage of development.
*Adapted from the Glossary of Assessment Terms and Acronyms Used in Assessing Special Education Students: A Report from the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS.)
English Language Arts | Grades 9-12 109
Bradford, S., Shippen, M., Alberto, P., Houchins, D., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41(4), 333-343. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=EJ754222&ERICExtSearch_SearchType_0=no&accno=EJ754222
Browder, D., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408. Retrieved from http://findarticles.com/p/articles/mi_hb3130/is_4_72/ai_n29277754/
Conners, F., Rosenquist, C., Sligh, A., Atwell, J., & Kiser, T. (2006). Phonological reading skills acquisition by children with mental retardation. Research in Developmental Disabilities, 27(2), 121-137. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/15967636.
Council of Chief State School Officers (CCSSO). (2003). Glossary of assessment terms and acronyms used in assessing special education students: A report from the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS). Washington, DC: Author. Retrieved from http://www.ccsso.org/Documents/2006/Assessing_Students_with_Disabilities_Glossary_2006.pdf
Education Commission of the States. (1998). Designing and implementing standards-based accountability systems. Denver, CO: Author. Retrieved from http://www.eric.ed.gov/PDFS/ED419275.pdf
Erickson, K., & Clendon, S. (2009). Addressing literacy demands of the curriculum for beginning readers and writers. In G. Soto and C. Zangari (Eds.), Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs (pp. 195-215). Baltimore, MD: Brookes. Retrieved from http://www.brookespublishing.com/store/books/soto-69513/index.htm
Erickson, K., Musselwhite, C., & Ziolkowski, R. (2002). The beginning literacy framework. Volo, IL: Don Johnston, Inc. Retrieved from http://www.donjohnston.com/research/beg_lit_framework.pdf
Hansche, L. (1998). Handbook for the development of performance standards: Meeting the requirements of Title I. Washington, DC: U.S. Department of Education (ED) and CCSSO. Retrieved from http://www.eric.ed.gov/PDFS/ED427027.pdf
Institute of Community Inclusion. (2012). Think college!, College options for people with intellectual disabilities [website]. Boston, MA: University of Massachusetts Boston. Retrieved from http://www.thinkcollege.net/
Jaeger, R. M., & Tucker, C. G. (1998). Analyzing, disaggregating, reporting, and interpreting students’ achievement test results: A guide to practice for Title I and beyond. Washington, DC: CCSSO.
BIBLIOGRAPHY OF DEVELOPMENT PROCESS
110 Common Core Essential Elements
Johnstone, C. J. (2003). Improving validity of large-scale tests: Universal design and student performance (Technical Report 37). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes (NCEO). Retrieved from http://www.cehd.umn.edu/nceo/onlinepubs/technical37.htm
Lehr, C.,& Thurlow, M. (2003). Putting it all together: Including students with disabilities in assessment and accountability systems (Policy Directions No. 16). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/Policy16.htm
Linn, R. L., & Herman, J. L. (1997). A policymaker’s guide to standards-led assessment. Denver, CO: National Center for Research on Evaluation, Standards, and Student Testing (CRESST) & Education Commission of the States (ECS) Distribution Center. Retrieved from http://www.eric.ed.gov/PDFS/ED408680.pdf
Quenemoen, R., Thompson, S., & Thurlow, M. (2003). Measuring academic achievement of students with significant cognitive disabilities: Building understanding of alternate assessment scoring criteria (Synthesis Report 50). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis50.html
Rabinowitz, S., Roeber, E., Schroeder, C., & Sheinker, J. (2006). Creating aligned standards and assessment systems. Washington, DC: CCSSO. Retrieved from http://www.ccsso.org/Documents/2006/Creating_Aligned_Standards_2006.pdf
Rehfeldt, R., Kinney, E., Root, S., & Stromer, R. (2009). Creating activity schedules using Microsoft Powerpoint. Journal of Applied Behavior Analysis, 37(1), 115-128. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284488/
Roeber, E. (2002). Setting standards on alternate assessments (Synthesis Report 42). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/nceo/OnlinePubs/Synthesis42.html
Sheinker, J. M. (2004, April 26). Achievement standards for alternate assessments: What is standard setting? Teleconference presentation for the National Center for Educational Outcomes to 38 State Departments of Education, Minneapolis, MN. Retrieved from http://www.cehd.umn.edu/nceo/teleconferences/tele08/default.html
Sheinker, J. M., & Redfield, D. L. (2001). Handbook for professional development on assessment literacy. Washington, DC: CCSSO.
TASH. (n.d.) TASH advocates for full membership, relationships, participation and learning for all students with disabilities within inclusive general education classes. Washington, DC: Author. Retrieved from http://tash.org/advocacy-issues/inclusive-education/
Thompson, S. J., Johnstone, C. J., & Thurlow, M. L. (2002). Universal design applied to large scale assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/nceo/onlinepubs/Synthesis44.html
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University of Washington. (2010). It’s Your Career: Work-Based Learning Opportunities for College Students With Disabilities. Seattle, WA: Author. Retrieved from http://www.washington.edu/doit/Brochures/Careers/worklearn.html
Ysseldyke, J., Krentz, J., Elliott, J., Thurlow, M. L., Erickson, R., & Moore, M. L. (1998). NCEO framework For educational accountability. Minneapolis, MN: University of Minnesota, NCEO. Retrieved from http://www.cehd.umn.edu/NCEO/onlinepubs/archive/Framework/FrameworkText.html
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English Language Arts | Grades 9-12 113
APPENDIX A
SEA/STAKEHOLDER DEMOGRAPHICS
114 Common Core Essential Elements
Nam
eSt
ate
Are
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ation
Curr
ent
Ass
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M
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Mild
/Mod
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Spec
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on S
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Assig
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Mild
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Beha
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Seve
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Cauc
asia
n16
-20
MS
Emili
e Am
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IEn
glish
Lan
guag
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catio
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ate
Cons
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, and
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Lang
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Spee
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Mat
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Gene
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RE
SA C
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Co
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gion
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BELS
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Foun
datio
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Re
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Clas
sroo
m K
, 1,
3, 7
, 8; T
itle
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, El
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ldin
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tor,
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Mul
tiple
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, Ce
rtific
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Autis
m, M
ulti-
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goric
al
Certi
ficati
on,
incl
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g Le
arni
ng
Disa
biliti
es,
Beha
vior
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Disa
biliti
es,
and
Men
tal
Impa
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ts
Dire
ctor
of
Spec
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and
Scho
ol
Impr
ovem
ent,
RESA
6 (R
egio
nal
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ation
Ser
vice
Ag
enci
es),
Whe
elin
g, W
V
K-6
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m a
nd
MI (
All S
peci
al
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ation
)
15 y
ears
in h
igh
scho
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sroo
m fo
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dent
s w
ith S
ever
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n K-
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assr
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Au
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and
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ts, 2
3 ye
ars
wor
king
sum
mer
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m w
ith a
ll gr
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clud
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gh S
choo
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Cauc
asia
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-25
MA
English Language Arts | Grades 9-12 115
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
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ars
of
Expe
rien
ceH
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st
Deg
ree
Mar
ia B
eck
VASp
ecia
l Edu
catio
nSp
ecia
l Edu
catio
n In
stru
ction
al
Spec
ialis
t for
St
uden
ts w
ith
Seve
re D
isabi
lities
Spec
ial E
duca
tion
K-12
20 y
ears
teac
hing
th
is po
pula
tion
and
7 ye
ars a
dmin
istra
tive
expe
rienc
e w
ith
alte
rnat
e as
sess
men
t
Cauc
asia
n26
-60
MS
Bren
da B
errio
sN
JTe
ache
r of t
he
Hand
icap
ped,
El
emen
tary
Ed
ucati
on
Spec
ial E
duca
tion
N/A
Cogn
itive
ly Im
paire
d (M
ild -
Seve
re),
Au
tism
Spe
ctru
m
Diso
rder
s
Puer
to
Rica
n
30+
MA
Dani
el B
iegu
nVA
No
Resp
onse
Inte
llect
ual
Disa
bilit
y Sp
ecia
list (
Trai
ning
an
d Te
chni
cal
Assis
tanc
e Ce
nter
, O
ld D
omin
ion
Uni
vers
ity)
High
Sch
ool
3 ye
ars e
duca
tiona
l sp
ecia
list,
12 y
ears
te
ache
r of s
tude
nts
with
mul
tiple
and
in
telle
ctua
l disa
biliti
es
(hig
h sc
hool
)
Cauc
asia
n11
-15
MS
Anna
lisa
Brew
ster
WA
K-12
Spe
cial
Ed
ucati
on, K
-8
Gene
ral E
duca
tion
4-5
Self-
Cont
aine
d Sp
ecia
l Edu
catio
nPr
evio
usly
taug
ht
K-5
Spec
ial
Educ
ation
Seve
re to
pro
foun
d de
lays
, mul
tiple
di
sabi
lities
, dua
l-se
nsor
y lo
ss (d
eaf-
blin
d)
Cauc
asia
n6-
10M
ED
116 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Jam
es B
rey
UT
Bach
elor
of S
cien
ce
in E
lem
enta
ry
Educ
ation
Gra
des
1-8
and
Spec
ial
Educ
ation
Mild
to
Mod
erat
e K-
12,
Mas
ter i
n Ed
ucati
on w
ith a
n En
dors
emen
t in
Seve
re D
isabi
lities
K-
12
Tem
pora
ry
Assig
nmen
t (T
each
er o
n Sp
ecia
l As
signm
ent)
- El
emen
tary
Spe
cial
Ed
ucati
on S
ever
e Te
ache
r
Seco
ndar
y Se
vere
Sp
ecia
l Edu
catio
n Gr
ades
7-9
, Se
cond
ary
Mild
to
Mod
erat
e Sp
ecia
l Edu
catio
n 7-
9, E
lem
enta
ry
Spec
ial E
duca
tion
Seve
re K
-5 (2
di
ffere
nt sc
hool
s)
Adul
t Bas
ic
Educ
ation
(ABE
) Co
ntinu
ing
ED a
t Di
xie
Stat
e Co
llege
(P
ost-P
ost h
igh
22
year
s to
very
old
.)
Mild
to M
oder
ate
Spec
ial E
duca
tion
Seve
re to
Pro
foun
d Sp
ecia
l Edu
catio
n
Cauc
asia
n16
-20
MED
Jenn
ifer B
urne
sO
KSp
ecia
l Edu
catio
n;
All C
onte
nt A
reas
Asse
ssm
ent
Coor
dina
tor,
Spec
ial E
duca
tion
Serv
ices
, Sta
te
Depa
rtm
ent o
f Ed
ucati
on
6-8;
Ear
ly
Child
hood
Spe
cial
Ed
ucati
on
Seve
re/P
rofo
und;
M
ild-M
oder
ate
Cauc
asia
n6-
10M
ED &
MS
Krist
en B
urto
nW
IN
/ADP
I-Ass
essm
ent
N/A
EBD,
Alte
rnat
e As
sess
men
t de
velo
pmen
t
Cauc
asia
n1-
5BS
Debb
y By
rne
KSEn
glish
7-9
; Soc
ial
Stud
ies 7
-9;
Elem
enta
ry K
-9;
Educ
able
Men
tally
Re
tard
ed; T
rain
able
M
enta
lly R
etar
ded
Life
skill
s Co
ordi
nato
r for
O
lath
e Di
stric
t Sc
hool
s K-2
1
Spec
ial E
duca
tion
thro
ugho
ut m
y w
hole
car
eer.
Coor
dina
tor f
or
the
Ola
the
Scho
ol
Dist
rict.
Spe
cial
Pop
s an
d Sp
ecia
l Oly
mpi
cs
liaiso
n fo
r the
city
of
Ola
the
and
the
scho
ol
dist
rict
Cauc
asia
n26
-30
MS
English Language Arts | Grades 9-12 117
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Wen
dy C
arve
rU
TCo
mm
unic
ation
Di
sord
ers (
K-12
+) a
nd S
peci
al
Educ
ation
(K-1
2+);
Endo
rsem
ents
: Sp
eech
-Lan
guag
e Pa
thol
ogy,
Ps
ycho
logy
, M
ild/M
oder
ate
Disa
biliti
es, E
nglis
h
Spec
ial E
duca
tion
Asse
ssm
ent
Spec
ialis
t
Spec
ial E
duca
tion
ever
y gr
ade:
K–
post
hig
h sc
hool
Mild
/mod
erat
e an
d se
vere
Cauc
asia
n30
+M
S
Beth
Cip
oletti
WV
Mat
h 7-
12SE
A As
sista
nt
Dire
ctor
, Offi
ce o
f As
sess
men
t and
Ac
coun
tabi
lity
Mat
h 7-
12 a
nd
Colle
geIn
clus
ion
Clas
ses
Cauc
asia
n30
+Ed
D
Kim
Coo
kW
AK-
12 S
peci
al
Educ
ation
; K-1
2 En
glish
as a
Sec
ond
Lang
uage
; K-1
2 Bi
lingu
al E
duca
tion;
K-
8 El
emen
tary
Ed
ucati
on
K-5
Lite
racy
Coa
chGe
nera
l Edu
catio
n Ki
nder
gart
en;
Spec
ial E
duca
tion
Kind
erga
rten
; Sp
ecia
l Edu
catio
n Pr
esch
ool;
Dual
Lan
guag
e Ki
nder
gart
en
ELL;
Low
SES
; Bi
lingu
al; M
igra
ntCa
ucas
ian
11-1
5M
ED
Pam
Cox
OK
Read
ing,
Mat
h,
Elem
enta
ry
Educ
ation
, Spe
cial
Ed
ucati
on
Inst
ructi
onal
Coa
chPr
esch
ool-1
2,
Spec
ial E
duca
tion
Teac
her o
f ID,
AU,
TBI
, O
HI, S
LDCa
ucas
ian
21-2
5BS
118 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Dian
na
Daub
ensp
eck
OK
Mul
tiple
Ha
ndic
appe
d PK
- 12
, Oth
er H
ealth
Im
paire
d, L
earn
ing
Disa
biliti
es, r
eadi
ng
Spec
ial S
ervi
ces
Curr
icul
um
Spec
ialis
t PK
- 12t
h gr
ades
PK- 1
2M
ultip
le D
isabi
lities
, Le
arni
ng D
isabi
lities
, Tr
aum
atic
Brai
n In
jury
, O
HI
Cauc
asia
n30
+M
ED
Amy
Daug
hert
yO
KSe
vere
/Pro
foun
d Sp
ecia
l Edu
catio
n,
All C
onte
nt A
reas
Asso
ciat
e St
ate
Dire
ctor
, Sp
ecia
l Ed
ucati
on S
ervi
ces,
St
ate
Dept
. of
Educ
ation
K-12
S/P;
Em
otion
al
Dist
urba
nce
Cauc
asia
n6-
10BS
Thom
as D
eete
rIA
N/A
Lead
Con
sulta
nt
(Gen
eral
Ed
ucati
on)
Asse
ssm
ent,
Acco
unta
bilit
y,
Prog
ram
Ev
alua
tion
Gene
ral E
duca
tion
Asia
n-
Cauc
asia
n20
-25
PhD
Holly
Dra
per
KSFu
nctio
nal S
peci
al
Educ
ation
and
Ad
aptiv
e Sp
ecia
l Ed
ucati
on
Grad
es 6
-10
Func
tiona
l Spe
cial
Ed
ucati
on
Age
5-21
Fu
nctio
nal S
peci
al
Educ
ation
(in
Miss
ouri)
Teac
hing
SPE
D fo
r 6
year
s, p
arae
duca
tor
1 ye
ar, g
roup
hom
e w
orke
r 2 y
ears
Cauc
asia
n6-
10BS
English Language Arts | Grades 9-12 119
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Jeffr
ey D
unn
WA
Engl
ish,
Com
mun
icati
ons,
So
cial
Stu
dies
Seco
ndar
y Le
arni
ng
Assis
tanc
e Pr
ogra
m (L
AP,
WA
com
pani
on
prog
ram
to T
itle
1) C
oord
inat
or;
Engl
ish te
ache
r 9-
12 (B
lend
ed
gene
ral/s
peci
al
educ
ation
cla
ss);
one
conc
urre
nt
enro
llmen
t Eas
tern
W
ashi
ngto
n U
nive
rsity
Eng
lish
101
clas
s.
Gene
ral E
duca
tion
Engl
ish g
rade
s 9-
12
Deve
lope
d an
d im
plem
ente
d di
stric
t se
cond
ary
read
ing,
w
riting
, and
mat
h RT
I scr
eeni
ng a
nd
diag
nosti
c as
sess
men
t pr
oces
s; c
oord
inat
e aft
er sc
hool
and
su
mm
er sc
hool
pr
ogra
ms o
pen
to
targ
eted
spec
ial
educ
ation
stud
ents
; ta
ught
and
supp
orte
d re
adin
g an
d w
riting
sp
ecia
l edu
catio
n st
uden
ts in
thei
r eff
ort t
o m
eet s
tate
st
anda
rds.
Cauc
asia
n30
+Ph
D
John
Eise
nber
gVA
Spec
ial E
duca
tion
Dire
ctor
of
Inst
ructi
onal
Su
ppor
t an
d Re
late
d Se
rvic
es, V
irgin
ia
Depa
rtm
ent o
f Ed
ucati
on
Spec
ial E
duca
tion
ASD;
SD;
IDCa
ucas
ian
11-1
5M
S
Lin
Ever
ettM
OK-
8 Te
achi
ng:
Life
time
Certi
ficat
e;
K-5
Educ
ation
al
ADM
IN/P
rinci
pal;
4-8
Mid
dle
scho
ol
ADM
IN/P
rinci
pal,
4-8
Soci
al S
tudi
es;
Supe
rinte
nden
t’s
Certi
ficati
on K
-12
Assis
tant
Dire
ctor
of
Ass
essm
ent/
Offi
ce o
f CCR
, MO
De
part
men
t of
Educ
ation
Self-
cont
aine
d 1-
4;
ELA
Mid
dle
(2/3
se
lf-co
ntai
ned)
; Pr
inci
pal K
-8;
Met
hods
for p
re-
serv
ice
teac
hers
/un
iver
sity
Spec
ial E
duca
tion
Coor
dina
tor
Cauc
asia
n30
+Ed
S
120 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Kurt
Far
nsw
orth
UT
Elem
enta
ry K
-6El
emen
tary
En
glish
Lan
guag
e Ar
ts A
sses
smen
t Sp
ecia
list
Grad
es 4
th, 5
th,
Prin
cipa
lPr
inci
pal,
4th
grad
e in
clus
ion
clas
sroo
mCa
ucas
ian
11-1
5M
ED
Mel
ia F
rank
linM
OEn
glish
-7-1
2Ge
nera
l Edu
catio
n-En
glish
1, A
pplie
d Co
mm
unic
ation
s I a
nd II
, 7th
gra
de
Read
ing,
Col
lege
Pr
ep E
nglis
h
All g
rade
s 6-1
2 (E
nglis
h an
d Ge
rman
) at s
ome
poin
t in
my
care
er
Clas
s with
in a
Cla
ss
dual
inst
ruct
or,
Freq
uent
ly te
ach
mai
n st
ream
ed st
uden
ts
Cauc
asia
n16
-20
EdD
Thom
ai G
ersh
MI
MI T
each
er
Certi
ficati
on K
-8
Nat
ural
and
Soc
ial
Scie
nces
; Lic
ense
d Ps
ycho
logi
st;
Adm
inist
rativ
e Ap
prov
al
Adm
inist
rato
r: Su
perv
isor o
f Sp
ecia
l Edu
catio
n
N/A
Early
On
(Eva
luat
or
and
Coor
dina
tor)
; Se
vere
ly M
ultip
ly
Impa
ired;
Sev
erel
y Co
gniti
vely
Impa
ired
Cauc
asia
n30
+Ed
S
Mel
issa
Ghol
son
WV
Mul
ti-Su
bjec
ts
K-8;
Men
tal
Impa
irmen
ts,
Spec
ific
LD a
nd
Autis
m K
-21;
Be
havi
or D
isord
ers
K-21
Prin
cipa
l and
Su
perin
tend
ent;
Curr
icul
um
Supe
rviso
r
Wes
t Virg
inia
De
part
men
t of
Educ
ation
, Offi
ce
of A
sses
smen
t and
Ac
coun
tabi
lity,
Al
tern
ate
Asse
ssm
ent a
nd
Acco
mm
odati
ons
Elem
enta
ry
(gen
eral
and
sp
ecia
l edu
catio
n),
Mid
dle
Scho
ol
(spe
cial
ed
ucati
on);
High
Sc
hool
(gen
eral
an
d sp
ecia
l ed
ucati
on),
, Co
llege
(tea
cher
pr
epar
ation
co
urse
s)
Supe
rviso
r of
Spec
ial E
duca
tion;
Sp
ecia
l edu
catio
n te
achi
ng e
xper
ienc
e w
ith a
utism
, mild
, m
oder
ate,
seve
re
and
prof
ound
, men
tal
impa
irmen
ts, b
ehav
ior
diso
rder
s, g
ifted
and
le
arni
ng d
isabi
lities
Cauc
asia
n16
-20
MA
Clai
re G
reer
NC
K-12
Spe
cial
Ed
ucati
on, 1
-8
Gene
ral E
duca
tion
Stat
e Co
nsul
tant
Elem
enta
ry,
Mid
dle,
and
Hig
h Sc
hool
Mild
, mod
erat
e an
d se
vere
disa
biliti
esCa
ucas
ian
21-2
5M
S
Daw
n Gr
esha
mKS
Mus
ic K
-12,
Ed
ucab
le M
enta
l Re
tard
ed K
-12,
Fu
nctio
nal S
peci
al
Educ
ation
Pre
K-12
Spec
ial E
duca
tion
High
Sch
ool,
grad
es 9
to a
ge
21.
Seve
re e
moti
onal
di
stur
banc
es, s
tude
nts
with
Auti
sm S
pect
rum
di
sord
ers a
nd st
uden
ts
with
Sev
ere
Mul
tiple
Di
sabi
lities
.
Cauc
asia
n11
-15
MS
English Language Arts | Grades 9-12 121
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Judy
Ham
erIA
K-6
Elem
enta
ry
Teac
her,
K-8
Read
ing,
5-8
Re
adin
g, K
-12
Read
ing
Spec
ialis
t
8th
Grad
e La
ngua
ge
Arts
(Gen
eral
Ed
ucati
on) a
nd
Dist
rict K
-12
Lang
uage
Art
s He
ad Te
ache
r
Co-te
ache
s with
sp
ecia
l edu
cato
r in
thes
e la
ngua
ge
arts
cla
sses
Stud
ents
with
di
sabi
lities
inte
grat
ed
into
gen
eral
edu
catio
n cl
assr
oom
; co-
teac
hing
an
d co
nsul
tatio
n w
ith
spec
ial e
duca
tion
teac
hers
Cauc
asia
n21
-25
MS
Ange
la H
arris
WV
K - 8
: Mul
ti-Su
bjec
ts;
K - 1
2:
Men
tally
Impa
ired
- Mild
- M
oder
ate,
Sp
ecifi
c Le
arni
ng
Disa
biliti
es,
Beha
vior
Diso
rder
s,
Autis
m; P
K-Ad
ult:
Supe
rinte
nden
t, Su
perv
isor o
f In
stru
ction
, Pr
inci
pal,
and
Scho
ol L
ibra
ry /
Med
ia
Spec
ial E
duca
tion
Eval
uato
r (Pl
aced
20
10 -
2011
Sch
ool
Year
)
High
Sch
ool:
Spec
ial
Educ
ation
9 -
12;
Elem
enta
ry:
Gene
ral a
nd
Spec
ial E
duca
tion
K - 6
; an
d M
iddl
e Sc
hool
: Spe
cial
Ed
ucati
on 7
- 9
Autis
m T
rain
ing,
Po
sitive
Beh
avio
r Su
ppor
t Tra
inin
g,
Boar
d M
aker
Tra
inin
g,
and
Data
Ana
lysis
for
Spec
ial E
duca
tion
Cauc
asia
n16
-20
MA
Gera
ld H
artle
yW
VEl
emen
tary
Ed
ucati
on 1
-9 ,
Art
K-10
, Eng
lish
5-8,
M
iddl
e Ch
ildho
od
Certi
ficati
on
Read
ing/
Lang
uage
Ar
ts 8
th G
rade
Grad
es 4
-12
Spec
ial E
duca
tion
Cauc
asia
n30
+M
A
Emm
a Ha
tfiel
d-Si
dden
NC
No
resp
onse
Spec
ial E
duca
tion
ID-M
od3
year
s in
ID-M
od
Clas
sroo
mCa
ucas
ian
1-5
BA
Lind
a Hi
ckey
KSSp
ecia
l Edu
catio
n (5
end
orse
men
ts),
Elem
enta
ry
Educ
ation
Spec
ial E
duca
tion-
-Stu
dent
Ser
vice
s Co
nsul
tant
Elem
enta
ry
thro
ugh
High
Sc
hool
30+
year
s of
expe
rienc
eCa
ucas
ian
30+
MS
122 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Jani
ce H
illU
TGe
nera
l Spe
cial
Ed
ucati
on K
-12
with
Sev
ere
Endo
rsem
ent
Spec
ial E
duca
tion
K-6
Self
Cont
aine
d Cl
assr
oom
Spec
ial E
duca
tion
7-9
Stud
ents
with
Sev
ere
Mul
tiple
Cog
nitiv
e Im
pairm
ents
, Auti
sm
Cauc
asia
n16
-20
BS
Lori
Hilly
erW
ISe
cond
ary
Educ
ation
: La
ngua
ge A
rts;
Se
cond
ary
Educ
ation
: Fre
nch;
Re
adin
g Sp
ecia
list:
K-12
Lear
ning
Co
ordi
nato
r6-
8 Ge
nera
l Ed
ucati
onDi
vers
e po
pula
tion
(App
rox.
60%
min
ority
, pr
edom
inan
tly A
A an
d EL
L); 5
5% p
over
ty
Cauc
asia
n26
-30
MS
Loua
nn H
oove
rM
ON
o re
spon
seSp
ecia
l Edu
catio
n fo
r Stu
dent
s with
Se
vere
Disa
biliti
es
K-6
Spec
ial
Educ
ation
Seve
rely
Disa
bled
Cauc
asia
n30
+BS
Debb
ie Ja
mes
onM
OEl
emen
tary
Ed
ucati
on
1-5
Life
time
Certi
ficati
on;
Mid
dle
Scho
ol
Certi
ficati
on 5
-8
Lite
racy
; Rea
ding
Ce
rtific
ation
Lite
racy
Coa
ch/
Title
1 Te
ache
r for
gr
ades
1, 3
, 4
Clas
sroo
m Te
ache
r fo
r gra
des 1
,2,
3, 5
; Rea
ding
Re
cove
ry/T
itle
1 Te
ache
r for
gra
des
K-5
STAR
R Te
ache
r, M
AP S
enio
r Lea
der,
Lite
racy
Coa
ch, T
itle
1 Di
stric
t Cha
ir fo
r Ha
nnib
al P
ublic
Sc
hool
s, R
eadi
ng
Reco
very
Tra
ined
, M
AP S
core
r/Ite
m
Writ
er/T
able
Lea
der,
Mod
el C
urric
ulum
W
riter
, Sta
te L
itera
cy
Team
, GLE
/MAP
Al
ignm
ent S
tudy
, Gr
adua
te P
rofe
ssor
Pa
rt T
ime,
Dep
th o
f Kn
owle
dge
(DO
K)
Alig
nmen
t Stu
dy to
M
AP Q
uesti
ons/
GLE
Cauc
asia
n26
-30
MED
English Language Arts | Grades 9-12 123
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Judy
Jenn
ings
NC
LD, M
R, B
EH-K
-6,
MR
Exte
nded
Cu
rric
ulum
K-1
2
Spec
ial E
duca
tion
Teac
her-
Self-
Cont
aine
d Ce
ntra
lized
Cla
ss
for 6
-8th
Gra
de
Stud
ents
with
M
oder
ate
to
Seve
re A
utism
and
EC
Cha
irper
son
Have
taug
ht
3rd-
5th
grad
e in
clus
ion
spec
ial
educ
ation
and
se
lf-co
ntai
ned
spec
ial e
duca
tion
Have
taug
ht
incl
usio
n 7t
h gr
ade
ELA
and
Mat
h-Sp
ecia
l Ed
ucati
on
BED
Self-
Cont
aine
d 6t
h-8t
h gr
ade
-Spe
cial
Ed
ucati
on
Volu
ntee
red
pre-
k de
velo
pmen
tally
de
laye
d cl
ass 1
yea
r TA
dev
elop
men
tally
de
laye
d cl
assr
oom
2
sum
mer
s, N
anny
for
fam
ily w
ith 1
6 ye
ar
old
daug
hter
who
w
as se
vere
ly m
ultip
ly
disa
bled
for 1
yea
r, Te
ache
r Ass
istan
t in
a se
lf-co
ntai
ned
AU 9
-14
year
old
s,
Wor
ked
at a
cam
p fo
r 5-2
1 ye
ar o
lds
with
cog
nitiv
e de
lays
, Sp
ecia
l Oly
mpi
cs
coac
h fo
r Cyc
ling
and
Alpi
ne S
kiin
g ov
er
10 y
ears
, mot
her o
f Li
z-12
yea
r dau
ghte
r w
ith A
utism
dia
gnos
is an
d co
gniti
ve d
elay
s,
Volu
ntee
red
sum
mer
to
wor
k w
ith 3
rd-5
th
grad
e st
uden
ts o
n AA
C ne
eds.
Cauc
asia
n16
-20
MED
Al K
lugh
VAN
o re
spon
seSp
ecia
l Edu
catio
n Ad
min
istra
tion
Spec
ial E
duca
tion
Teac
her/
Build
ing
Prin
cipa
l
Autis
m, I
D, P
opul
ation
Pr
evio
usly
kno
wn
as
Seve
re D
isabi
lity,
ED
Cauc
asia
n26
-30
MED
Judy
Kra
ftW
AN
o re
spon
seAl
tern
ate
Asse
ssm
ent
Spec
ialis
t for
WA
Stat
e
Cauc
asia
nM
S
124 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Kath
leen
Kv
amm
e-Pr
omes
IAM
aste
r Edu
cato
r Li
cens
e K-
12
Men
tal D
isabi
lities
M
oder
ate/
Seve
re/
Prof
ound
. K-
12
Inst
ructi
onal
St
rate
gist
Men
tal
Disa
biliti
es
Spec
ial E
duca
tion
Seve
re/P
rofo
und
(Sig
nific
ant
Disa
biliti
es) 5
-12
Spec
ial E
duca
tion
year
13-
14Au
tism
, Phy
sical
Di
sabi
lities
, Beh
avio
r, Se
vere
/Pro
foun
d,
Med
ical
ly F
ragi
le
Cauc
asia
n21
-25
EdS
Sond
ra L
eGra
nde
OK
Spec
ial E
duca
tion
Teac
her -
Mild
and
M
oder
ate/
Seve
re,
Engl
ish, S
ocia
l St
udie
s
Spec
ial E
duca
tion
teac
her a
t Edm
ond
Sant
a Fe
Hig
h Sc
hool
Spec
ial e
duca
tion
6-12
ID, A
utism
, Mul
tiple
di
sabi
lities
, oth
er
heal
th im
paire
d,
hear
ing
impa
ired,
vi
sual
impa
irmen
t
Cauc
asia
n16
-20
BS
Debo
rah
Matt
hew
sKS
Stud
ents
w/
Seve
re C
ogni
tive
Disa
biliti
es
(func
tiona
l) an
d Ea
rly C
hild
hood
Kans
as S
tate
De
part
men
t of
Educ
ation
Early
Chi
ldho
od-
High
Sch
ool
Spec
ial E
duca
tion
Mild
, mod
erat
e an
d se
vere
stud
ents
with
di
sabi
lities
Cauc
asia
n21
-25
MS
Tam
ara
Max
wel
lW
IRe
adin
g Sp
ecia
list,
Engl
ish, a
nd
Politi
cal S
cien
ce
Inst
ructi
onal
Coa
ch
for S
econ
dary
Ed
ucati
on C
onte
nt
Area
Teac
hers
and
En
glish
Teac
her
(gen
eral
)
N/A
Wor
king
with
spec
ial
educ
ation
, at-r
isk, a
nd
regu
lar s
econ
dary
ed
ucati
on st
uden
ts
who
stru
ggle
with
re
adin
g, w
riting
, and
m
otiva
tion
Cauc
asia
n6-
10M
S
Jenn
ifer
Mic
hale
nok
NC
Mild
-Mod
erat
e Di
sabi
lities
, K-1
2;
Mod
erat
e-Se
vere
Di
sabi
lities
, K-
12; R
eadi
ng
Certi
ficati
on
Elem
enta
ry
Spec
ial E
duca
tion,
M
ultip
le
Disa
biliti
es
clas
sroo
m
Elem
enta
ry: K
-5
grad
e le
vels
Spec
ializ
ation
in L
ow-
Inci
denc
e Di
sabi
lities
Euro
pean
Am
eric
an1-
5M
ED
English Language Arts | Grades 9-12 125
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Mar
cia
O’B
rien
MI
Elem
enta
ry
K- 8
, Cog
nitiv
e Im
pairm
ents
, Le
arni
ng
Disa
biliti
es.
Spec
ial E
duca
tion,
Pr
inci
pal (
build
ing
ages
2-2
6 ye
ars
old)
Spec
ial E
duca
tion
– Hi
gh S
choo
l, Ge
nera
l Edu
catio
n K-
1
Cogn
itive
Im
pairm
ents
, Em
otion
al
Impa
irmen
ts, L
earn
ing
Disa
biliti
es, S
ever
e M
ultip
le Im
pairm
ents
, Au
tism
, Tra
umati
c Br
ain
Inju
ry
Cauc
asia
n26
-30
EdS
Mel
anie
O’D
eaN
JSp
ecia
l Edu
catio
nN
J Dep
artm
ent o
f Ed
ucati
on/O
ffice
of
Spec
ial E
duca
tion
Prog
ram
s
N/A
Stu
dent
s with
sig
nific
ant i
ntel
lect
ual
disa
biliti
es
Cauc
asia
n26
-30
MS
Kim
berle
y Pe
risho
WA
Elem
enta
ry
Curr
icul
um/
Alte
rnati
ve
Asse
ssm
ent
Spec
ial E
duca
tion,
M
arin
er H
igh
Scho
ol L
ife S
kills
, gr
ades
9-1
2
Occ
asio
nal
stud
ent a
ges
18-2
1(Sp
ecia
l Ed
ucati
on),
4 yr
s.; M
usic
K-1
2,
10 y
rs.;
Nur
sery
sc
hool
(Gen
eral
Ed
ucati
on)
3 yr
s. P
arae
duca
tor (
1
year
1-o
n-1
and
2 ye
ars l
ife sk
ills)
; 5
yrs.
Life
Ski
lls
teac
her
Cauc
asia
n16
-20
MA
Conn
ie P
ersik
eW
ISp
eech
Pat
holo
gist
–Stu
dent
Ser
vice
s Co
ordi
nato
rEa
rly C
hild
hood
an
d El
emen
tary
Sp
ecia
l Edu
catio
n
Autis
m, s
peci
al
educ
ation
Cauc
asia
n11
-15
MS
126 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Terr
i Por
tice
MI
Lear
ning
Disa
biliti
es
K-12
(SM
) K-1
2;
Emoti
onal
Im
pairm
ent (
SE)
K-12
; Cog
nitiv
e Im
pairm
ent (
SA)
K-12
; Ele
men
tary
K-
5 al
l sub
ject
s;
K-8
All s
ubje
cts
Self
Cont
aine
d Cl
assr
oom
; Ce
ntra
l Offi
ce
Adm
inist
ratio
n;
Spec
ial E
duca
tion
Supe
rviso
r Ap
prov
al, t
each
er
cons
ulta
nt a
ppro
val
Dire
ctor
of
Teac
hing
and
Le
arni
ng a
t Ken
t In
term
edia
te
Scho
ol D
istric
t (E
duca
tiona
l Se
rvic
e Ce
nter
Ag
ency
) -
Prof
essio
nal
Deve
lopm
ent
and
Curr
icul
um
Deve
lopm
ent
K-12
Gen
eral
and
Sp
ecia
l Edu
catio
n Co
llabo
ratio
n
Team
Tau
ght K
-5
SPED
in g
en e
d cl
assr
oom
; K-5
se
lf-co
ntai
ned
SPED
pul
l out
se
rvic
es. F
or th
e la
st 4
yrs
, I’v
e be
en le
adin
g cu
rric
ulum
&
prof
essio
nal
deve
lopm
ent
rela
ted
to th
e 4
core
con
tent
ar
eas f
or a
ll le
vels
K-12
. Du
ring
this
time
I’ve
spen
t a
grea
t dea
l of ti
me
in d
irect
supp
ort
with
seco
ndar
y EL
A te
ache
rs.
Rece
nt w
ork
has b
een
with
K-
12 st
aff in
the
area
s of E
LA a
nd
Mat
h as
it re
late
s to
mak
ing
the
tran
sition
from
st
ate
cont
ent
expe
ctati
ons t
o th
e CC
SS.
Lear
ning
Disa
biliti
es;
Emoti
onal
Im
pairm
ent,
and
Cogn
itive
Impa
irmen
t Cl
assr
oom
Cauc
asia
n16
-20
year
sM
A
2 m
aste
rs
English Language Arts | Grades 9-12 127
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Cher
yl A
nn
Prev
atte
VAM
ath/
Read
ing/
Sc
ienc
e/So
cial
St
udie
s
Spec
ial E
duca
tion
Teac
her
K-5
(Inte
llect
ually
Di
sabl
ed/S
elf-
Cont
aine
d)
K-5
Spec
ial E
duca
tion
Teac
her R
ocki
ngha
m
Coun
ty, V
irgin
ia -
29
year
s
Prev
ious
exp
erie
nce
w/T
ARC
Cauc
asia
n26
-30
BS
Sara
h Re
ives
NC
Mat
h 9-
12 a
nd
Scie
nce
9-12
Nor
th C
arol
ina
Depa
rtm
ent o
f In
stru
ction
Gene
ral E
duca
tion
9-12
Asse
ssm
ent
Afric
an
Amer
ican
6-10
MED
Katie
Sad
ler
MO
ECSE
, BD/
MR
K-12
K-5/
Self-
cont
aine
d AU
ECSE
MU,
ECS
E, A
UCa
ucas
ian
6-10
BS
Ange
la S
eeW
VEl
emen
tary
Ed
ucati
on,
Cont
ent f
or S
peci
al
Educ
ation
, Eng
lish,
an
d Hi
stor
y, M
ulti-
Cate
goric
al -
CBD,
LD
, MI,
K-6,
OS
AD
Spec
ial E
duca
tion
9-12
Oth
er e
xper
ienc
e - w
orke
d on
the
deve
lopm
ent o
f th
e W
V al
tern
ate
asse
ssm
ent,
deve
lopm
ent o
f th
e W
V Ex
tend
ed
Acad
emic
Con
tent
St
anda
rds a
nd
Perf
orm
ance
De
scrip
tors
, Ac
uity
item
s fo
r Ext
ende
d St
anda
rds,
Sc
ored
Alte
rnat
e As
sess
men
t
BD, L
D, M
I, Au
tism
Cauc
asia
n6-
10M
A
128 Common Core Essential Elements
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
ial P
opul
ation
Ex
peri
ence
Ethn
icit
yYe
ars
of
Expe
rien
ceH
ighe
st
Deg
ree
Donn
a Sh
awIA
K-12
Spe
cial
Ed
ucati
on; G
ener
al/
Spec
ial E
duca
tion
Adm
inist
rato
r
Spec
ial E
duca
tion
No
Resp
onse
32 y
ears
exp
erie
nce
Cauc
asia
n30
+M
ED
Kris
Shaw
KSRe
adin
g Sp
ecia
list,
Mas
ter’s
Deg
ree
KSDE
Lan
guag
e Ar
ts a
nd L
itera
cy
Cons
ulta
nt
N/A
N/A
Cauc
asia
n26
-30
MS
Lind
a St
alliv
iere
UT
Elem
enta
ry
Educ
ation
1-8
LEA
Men
tor
Coor
dina
tor (
New
Te
ache
r Men
tor f
or
K-12
Gen
eral
and
Sp
ecia
l Edu
catio
n
2nd,
4th
Gen
eral
Ed
ucati
onSp
ecia
l edu
catio
n st
uden
ts w
ithin
my
clas
sroo
m
USE
AP (U
tah
Spec
ial
Educ
ation
Adv
isory
Pa
nel)
com
mitt
ee,
gene
ral e
duca
tion
repr
esen
tativ
e
Cauc
asia
n30
+BA
Chris
tie
Step
hens
onO
KM
ild/M
oder
ate
Disa
biliti
es,
Seve
re/P
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cl
assr
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s with
st
uden
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ulati
ons
cons
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of L
D,
ID, M
ulti-
disa
bled
, Au
tistic
and
OHI
st
uden
ts.
Cauc
asia
n6-
10BS
Emily
Tha
tche
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K-12
Str
at I
MD;
K-1
2 St
rat
II M
D. M
ulti-
cate
goric
al 6
-12;
BD
K-6
; Sev
ere
and
Prof
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K-1
2;
Spec
ial E
duca
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Cons
ulta
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Iow
a De
part
men
t of
Edu
catio
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Bure
au o
f Stu
dent
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mily
Sup
port
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In
stru
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al
Cont
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esou
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Cons
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nt
and
Alte
rnat
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sess
men
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nsul
tant
Spec
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duca
tion
and
Art K
-12
22 y
ears
var
ied
expe
rienc
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ucas
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21-2
5M
ED
English Language Arts | Grades 9-12 129
Nam
eSt
ate
Are
a of
Ce
rtific
ation
Curr
ent
Ass
ignm
ent
Oth
er G
rade
s Ta
ught
Spec
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opul
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peri
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Ethn
icit
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of
Expe
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ree
Jani
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rnow
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All a
reas
incl
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ecia
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stru
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peci
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d Te
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r and
26
year
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n Ad
min
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tor
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asia
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ED
Jane
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and
Spec
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Educ
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(h
andi
capp
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lear
ner)
Dire
ctor
of
Asse
ssm
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5-8
(Spe
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and
Lang
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ndic
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arne
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sabi
lities
Te
ache
r K-6
Autis
m, C
D (m
ild a
nd
seve
re),
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asia
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5BS
Ryan
Web
bU
TEn
glish
Lan
guag
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pani
sh8t
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Tier
2
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8th
and
9th
grad
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anish
1 a
nd 2
Gene
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duca
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Tier
2 L
angu
age
Arts
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uden
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ucas
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NJ
Lite
racy
Spe
cial
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nera
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catio
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d Sp
ecia
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pula
tions
High
Sch
ool,
and
prov
ide
PD to
K-8
th
grad
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ache
rs
in C
lass
room
in
stru
ction
al
proc
esse
s (ID
EAL
and
LEAD
S)
As it
app
lies t
o in
clus
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of a
ll sp
ecia
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pula
tions
dur
ing
liter
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bloc
k.
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fric
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ative
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eric
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Cauc
asia
n)
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Joan
ne
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kelm
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IEl
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tary
and
Sp
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catio
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Agen
cyM
iddl
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d Hi
gh
Scho
ol20
yea
rs S
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Educ
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exp
erie
nce
Cauc
asia
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PhD
Adam
Wys
eM
ISt
ate
Educ
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Ag
ency
Ass
essm
ent
Parti
cipa
nt
Psyc
hom
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ian
for A
ltern
ate
Asse
ssm
ents
Grad
es 9
-12
Mat
hem
atics
Taug
ht S
LD, E
I, Sp
eech
an
d La
ngua
ge, a
nd
Hear
ing
Impa
ired
Stud
ents
Cauc
asia
nPh
D
Tina
Yur
cho
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No
resp
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Spec
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Supe
rviso
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ecia
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catio
nin
fant
thro
ugh
mid
dle
scho
ol.
Mul
tiply
di
sabl
ed p
opul
ation
Cauc
asia
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MED
130 Common Core Essential Elements
English Language Arts | Grades 9-12 131
Jorea M. Marple, Ed.D.State Superintendent of Schools
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