Learners will engage in a range of discussions with various partners on relevant topics, texts, and issues.

• Standard C.5: Preparation for Discussions

• Standard C.6: Group Discussions and Debate

• Standard C.7: Group Collaboration

Learners will read to understand a variety of complex literary and informational texts.

• Standard R.1: Listening Comprehension

• Standard R.2: Text Comprehension/Inferences

• Standard R.3a: Summarizing Nonfiction Text

• Standard R.3b: Summarize Literary Text

• Standard R.4: Main Idea/Claim/Theme

• Standard R.5: Use Text to Determine Word Meaning

Learners will read with sufficient accuracy, rate, and expression to support comprehension.

• Standard F.12: Oral Reading Fluency

Learners will write complete sentences and paragraphs.

• Standard F.13: Letter Formation

• Standard F.14: Sentence and Paragraph Writing

Conventions of Standard English

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

• Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• Demonstrate understanding of word relationships and nuances in word meanings.

• Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Learners will integrate appropriate language and style to ensure effective readability in writing.

• Standard L.1: Language Mechanics (K-5)/Language Mechanics and Grammar (6-12)

• Standard L.2: Grammar (K-5)

Learners will organize and express information in a format appropriate to the audience and purpose.

• Standard C.1: Presentations

• Standard C.2: Giving Oral Presentations

• Standard C.3: Use of Receptive Vocabulary

• Standard C.4: Academic Vocabulary Acquired Through Listening

Learners will demonstrate knowledge of books, print, and written language and how they function.

• Standard F.1: Parts of Books

• Standard F.2: Reading Directionality

• Standard F.3: Print Concepts

Learners will read with sufficient accuracy, rate, and expression to support comprehension.

• Standard F.4: Rhyming Words

• Standard F.5: Segmenting Words

• Standard F.6: Blending Syllables and Phonemes

• Standard F.7: Isolating and Manipulating Phonemes

Learners will decode, encode, and connect meaning to word parts and words.

• Standard F.8: Decoding Words

• Standard F.9: Encoding Words (Spelling)

• Standard F.10: Determining Meanings of Words (Vocabulary)

• Standard F.11: Academic Vocabulary

Fluency

• Students must be able to read and comprehend text on-level accurately, at the appropriate rate, and with the correct expression. This is best accomplished by repeated readings of text passages of increasing complexity while reporting the reading rate and accuracy.

Phonics and Word Recognition

• Students must match a unit of sound (a phoneme) to the letter or letters that make the sound. Separating the written word into its individual sounds and blending the individual sounds of letters to make words are the foundation of reading.

• Students must be able to recognize and read a collection of high-frequency words — many of which cannot be decoded by sight — and be able to do so with increasing automaticity.

Phonological Awareness

• This foundational skill is about recognizing the sounds of language. It begins with word awareness and the ability to recognize, for example, the number of words that make up a spoken sentence. Secondary mastery of these skills includes recognizing rhyme and syllables. At the most detailed level, the phoneme level, students can discern the sounds that make up a word. They can segment the sounds within a word, blend sounds together to make a word, and substitute sounds to make new words.

Print Concepts

• When teachers introduce students to written language, students must understand the basic organization and concepts of print: Words have meaning, left-to-right and top-to-bottom hierarchy; letters create words and words create sentences; words are separated by spaces, and punctuation controls the pace and expression of print. Children frequently come to understand these concepts through owning their first books.

Craft and Structure

• Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

• Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Key Ideas and Details

• Read closely to determine what the text says explicitly and to make logical inferences from it.

• Summarize the key supporting details and ideas.

• Determine central ideas or themes of a text and analyze their development.

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

• Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Range of Reading and Level of Text Complexity

• Read and comprehend complex literary and informational texts independently and proficiently.

Craft and Structure

• Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

• Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Key Ideas and Details

• Read closely to determine what the text says explicitly and to make logical inferences from it.

• Summarize the key supporting details and ideas.

• Determine central ideas or themes of a text and analyze their development.

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

• Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

  
  

Range of Reading and Level of Text Complexity

• Read and comprehend complex literary and informational texts independently and proficiently.

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Comprehension and Collaboration

• Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

• Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

• Standard R.6: Text Features and Structure

• Standard R.7: Literary Devices

• Standard R.8: Analysis and Comparison of Literary Texts

• Standard R.9: Synthesis and Analysis of Informational Text

Learners will engage in the writing process and produce a variety of texts determined to address different audiences and purposes.

• Standard Wr.1: Development and Purpose of Writing

• Standard Wr.2: Organizational Structure

• Standard Wr.3: Informative/Explanatory/Technical Writing Technique

• Standard Wr.4: Opinion/Argumentative/Persuasive Techniques

• Standard Wr.5: Narrative/Creative Writing Techniques

Production and Distribution of Writing

• Produce clear and coherent writing in which the development, organization, and style are appropriate for a range of tasks, purposes, and audiences.

• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

• Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• Draw evidence from literary or informational texts to support analysis, reflection, and research.

Text Types and Purposes

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learners will develop, strengthen, and produce writing by planning, revising, editing, and rewriting.

• Standard Wr.6: Writing Process

• Standard Wr.7: Word Choice/Voice

https://ndsbl.org/resources/

Prioritized Standards Identifiers