Ela Full Set

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Adapted from California CCSS, !2013 by the California Department of Education Goal-Writing Tool designed by Wilkins, S. (2014) available at www.inedsolutions.com
ELA ANCHOR STANDARDS

READING

WRITING

SPEAKING AND LISTENING

LANGUAGE
KEY IDEAS AND DETAILS TEXT TYPES AND PURPOSES COMPREHENSION AND COLLABORATION CONVENTIONS OF STANDARD ENGLISH
1. Read closely to determine what the text says explicitly & to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
2. Determine central ideas or themes of a text & analyze
their development; summarize the key supporting details &
ideas.
3. Analyze how & why individuals, events, & ideas develop &
interact over the course of a text.
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning & relevant
& sufficient evidence.
2. Write informative/explanatory texts to examine & convey
complex ideas & information clearly & accurately through the
effective selection, organization, & analysis of content.
3. Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details, &
well-structured event sequences.
1. Prepare for & participate effectively in a range of
conversations & collaborations with diverse partners, building
on others ideas & expressing their own clearly &
persuasively.
2. Integrate & evaluate information presented in diverse
media & formats, including visually, quantitatively, & orally.
3. Evaluate a speakers point of view, reasoning, & use of
evidence & rhetoric.
1. Demonstrate command of the conventions of standard
English grammar & usage when writing or speaking.
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, & spelling when writing.
CRAFT AND STRUCTURE PRODUCTION AND DISTRIBUTION OF WRITING PRESENTATION OF KNOWLEDGE AND IDEAS KNOWLEDGE OF LANGUAGE
4. Interpret words & phrases as they are used in a text,
including determining technical, connotative, & figurative
meanings, & analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, & larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other & the
whole.
6. Assess how point of view or purpose shapes the content &
style of a text.
4. Produce clear & coherent writing in which the
development, organization, & style are appropriate to task,
purpose & audience.
5. Develop & strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce &
publish writing & to interact & collaborate with others.
4. Present information, findings, & supporting evidence such
that listeners can follow the line of reasoning & the
organization, development, & style are appropriate to task,
purpose, & audience.
5. Make strategic use of digital media & visual displays of
data to express information & enhance understanding of
presentations.
6. Adapt speech to a variety of contexts & communicative
tasks, demonstrating command of formal English when
indicated or appropriate.
3. Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, & to comprehend more fully when reading
or listening.
INTEGRATION OF KNOWLEDGE AND IDEAS RESEARCH TO BUILD AND PRESENT KNOWLEDGE VOCABULARY ACQUISITION AND USE
7. Integrate & evaluate content presented in diverse media &
formats, including visually & quantitatively, as well as in
words.
8. Delineate & evaluate the argument & specific claims in a
text, including the validity of the reasoning as well as the
relevance & sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the
approaches the authors take.
7. Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of
the subject under investigation.
8. Gather relevant information from multiple print & digital
sources, assess the credibility & accuracy of each source, &
integrate the information while avoiding plagiarism.
9. Draw evidence from literary and/or informational texts to
support analysis, reflection, & research.
4. Determine or clarify the meaning of unknown & multiple-
meaning words & phrases by using context clues, analyzing
meaningful word parts, & consulting general & specialized
reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word
relationships, & nuances in word meanings.
6. Acquire & use accurately a range of general academic and
domain-specific words & phrases sufficient for reading,
writing, speaking, & listening at the college- and career-
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
RANGE OF READING & LEVEL OF TEXT COMPLEXITY RANGE OF WRITING
10. Read & comprehend complex literary & informational
texts independently & proficiently.
10. Write routinely over extended time frames (time for
research, reflection, & revision) & shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes,
& audiences.

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READING FOUNDATIONS GRADES K-2

KINDERGARTEN

FIRST GRADE SECOND GRADE
PRINT CONCEPTS
Demonstrate understanding of the organization and basic features of print
NO PRINT CONCEPTS FOR SECOND GRADE
K.1.a: Follow words from left to right, top to bottom, page by page
K.1.b: Recognize that spoken words are represented in written language by
specific sequences of letters
K.1.c: Understand that words are separated by spaces in print
K.1.d: Recognize and name all upper- and lowercase letters of the alphabet
1.1.a: Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation)

PHONOLOGICAL AWARENESS
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
NO PHONOLOGICAL AWARENESS FOR SECOND GRADE
K.2.a: Recognize and produce rhyming words
K.2.b: Count, pronounce, blend, and segment syllables in spoken words
K.2.c: Blend and segment onsets and rimes of single-syllable spoken words
K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (CVC) words (not ending in /l/,/r/, or /x/)
K.2.e: Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words
K.2.f: Blend two to three phonemes into recognizable words (CA)
1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words
1.2.b: Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends
1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words
1.2.d: Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes)

PHONICS AND WORD RECOGNITION
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text (CA)
K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sounds or many of the most frequent sounds for each
consonant
K.3.b: Associate the long and short sounds with common spellings (graphemes)
for the five major vowels. (Identify which letters represent the five major vowels
and know the long and short sound of each vowel CA)
K.3.c: Read common high-frequency words by sight (e.g., the, of, to, you, she)
K.3.d: Distinguish between similarly spelled words by identifying the sounds of the
letters that differ
1.3.a: Know the spelling-sound correspondences for common consonant digraphs
1.3.b: Decode regularly spelled one-syllable words
1.3.c: Know final-e and common vowel team conventions for representing long
vowel sounds
1.3.d: Use knowledge that every syllable must have a vowel sound to determine
the number of syllables in a printed word
1.3.e: Decode two-syllable words following basic patterns by breaking the words
into syllables
1.3.f: Read words with inflectional endings
1.3.g: Recognize and read grade-appropriate irregularly spelled words
2.3.a: Distinguish long and short vowels when reading regularly spelled one-
syllable words
2.3.b: Know spelling-sound correspondences for additional common vowel teams
2.3.c: Decode regularly spelled two-syllable words with long vowels
2.3.d: Decode words with common prefixes and suffixes
2.3.e: Identify words with inconsistent but common spelling-sound
correspondences
2.3.f: Recognize and read grade-appropriate irregularly spelled words
NO FLUENCY FOR KINDERGARTEN FLUENCY
Read emergent-reader texts with purpose & understanding
FLUENCY
Read with sufficient accuracy and fluency to support comprehension
1.4.a: Read on-level text with purpose and understanding
1.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings
1.4.c: Use context to confirm or self-correct word recognition and understanding,
rereading as necessary
2.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings
2.4.c: Use context to confirm or self-correct word recognition and understanding,
rereading as necessary

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READING FOUNDATIONS GRADES 3-5

THIRD GRADE

FOURTH GRADE

FIFTH GRADE
NO PRINT CONCEPTS FOR 3-5 GRADE

NO PHONOLOGICAL AWARENESS FOR 3-5 GRADE

Know and apply grade-level phonics and word analysis skills in decoding
words both in isolation and in text (CA)
Know and apply grade-level phonics and word analysis skills in decoding words
3.3.a: Identify and know the meaning of the most common prefixes and derivational suffixes
3.3.b: Decode words with common Latin suffixes
3.3.c: Decode multi-syllable words
3.3.d: Read grade-appropriate irregularly spelled words
4.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
5.3.a: Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
FLUENCY
Read with sufficient accuracy and fluency to support comprehension
3.4.b: Read on-level prose and poetry orally and with accuracy, appropriate rate, and
expression on successive readings
3.4.c: Use context to confirm or self-correct word recognition and understanding, rereading
as necessary
as necessary
as necessary

IEP goal-writing guidelines concentrate on the four Cs Current levels Conditions Common Core - Criteria

1. Decide what data you need to collect to ascertain Current performance levels in relation to the CCSS.
2. Use data to determine gaps in learning and what Common Core standard to focus on for the coming year.
3. Determine what Conditions are needed (if any) for the student to succeed (i.e., Given a verbal prompt!)
4. Determine what part of the standard will build on the students current skills and is achievable in a year.
5. Unpack the standard and write a goal on the specific skill identified in step #2 (i.e., Student will use knowledge of syllabication patterns to orally read
unfamiliar multisyllabic words in context!).
6. Set the Criteria and accuracy level (e.g., with 90% accuracy in 4 out of 5 trials) and over what period of time (over a two-month period).
7. State how you will determine mastery (e.g., as determined by teacher observation).

Example: Given a verbal prompt, Susie will use knowledge of syllabication patterns to orally read unfamiliar multisyllabic words in context, with 90% accuracy
in 4 out of 5 trials over a two-month time period, as determined by teacher observation.

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LITERATURE GRADES K-2

KINDERGARTEN

FIRST GRADE

SECOND GRADE
KEY IDEAS AND DETAILS
K.RL.1: With prompting and support, ask and answer questions about key details
in a text
K.RL.2: With prompting and support, retell familiar stories, including key details
K.RL.3: With prompting and support, identify characters, settings, and major
events in a story
1.RL.1: Ask and answer questions about key details in a text
1.RL.2: Retell stories, including key details, and demonstrate understanding of
their central message or lesson
1.RL.3: Describe characters, settings, and major events in a story, using key
details
2.RL.1: Ask and answer such questions as who, what, where, when, why and how
to demonstrate an understanding of key details in a text
2.RL.2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral
2.RL.3: Describe how characters in a story respond to major events and
challenges

CRAFT AND STRUCTURE
K.RL.4: Ask and answer questions about unknown words in a text
K.RL.5: Recognize common types of texts (e.g., storybooks, poems, fantasy,
realistic text CA)
K.RL.6: With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story
1.RL.4: Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
1.RL.5: Explain major differences between books that tell stories and books that
give information, drawing on a wide reading of a range of text types
1.RL.6: Identify who is telling the story at various points in a text
2.RL.4: Describe how words and phrases supply rhythm and meaning in a story,
poem, or song
2.RL.5: Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action
2.RL.6: Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud

INTEGRATION OF KNOWLEDGE AND IDEAS
K.RL.7: With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts)
K.RL.8: Not applicable to literature
K.RL.9: With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories

1.RL.7: Use illustrations and details in a story to describe its characters, setting, or
events
1.RL.8: Not applicable to literature
1. RL.9: Compare and contrast the adventures and experiences of characters in
stories
2.RL.7: Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot
2.RL.9: Compare and contrast two or more versions of the same story by different
authors or from different cultures
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
K.RL.10: Actively engage in group reading activities with purpose and
understanding:
a. Activate prior knowledge related to the information and events in texts CA
b. Use illustrations and context to make predictions about text CA

1.RL.10: With prompting and support, read prose and poetry of appropriate
complexity for grade 1:
a. Activate prior knowledge related to the information and events in texts CA
b. Use illustrations and context to make predictions about text - CA
2.RL.10: By the end of the year, read and comprehend literature, including stories
and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range

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LITERATURE GRADES 3-5

THIRD GRADE

FOURTH GRADE

FIFTH GRADE
3.RL.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
3.RL.2: Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
3.RL.3: Describe characters in a story and explain how their actions contribute to
the sequence of events

4.RL.1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text
4.RL.2: Determine a theme of a story, drama, or poem from details in the text:
summarize the text
4.RL.3: Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text
5.RL.1: Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text
5.RL.2: Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text
5.RL.3: Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text
CRAFT AND STRUCTURE
3.RL.4: Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from non-literal language
3.RL.5: Refer to parts of stories, dramas, and poems when writing or speaking
about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
3.RL.6: Distinguish their own point of view from that of the narrator or those of the
characters

including those that allude to significant characters found in mythology
4.RL.5: Explain major differences between poems, drama, and prose, and refer to
the structural elements of poems and drama when writing or speaking about a text
4.RL.6: Compare and contrast the point of view from which different stories are
narrated, including the difference between first- and third- person narrations
including figurative language such as metaphors and similes
5.RL.5: Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem
5.RL.6: Describe how a narrators or speakers point of view influences how
events are described
3.RL.7: Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story
3.RL.9: Compare and contrast the themes, settings, and plots of stories written by
the same author about the same or similar characters
4.RL.7: Make connections between the text of a story or drama and a visual or
oral presentation of the text, identifying where each version reflects specific
descriptions and directions in the text
4. RL.9: Compare and contrast the treatment of similar themes and topics and
patterns of events in stories, myths, and traditional literature from different
cultures

5.RL.7: Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text
5.RL.9: Compare and contrast stories in the same genre on their approaches to
similar themes and topics
3.RL.10: By the end of the year, read and comprehend literature, including stories,
dramas, and poetry at the high end of the grades 2-3 text complexity band
independently and proficiently

dramas, and poetry in the grades 4-5 text complexity band, with scaffolding as
needed at the high end of the range
dramas, and poetry, in the grades 4-5 text complexity band independently and
proficiently

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INFORMATIONAL TEXT GRADES K-2

KINDERGARTEN

FIRST GRADE

SECOND GRADE
K.RI.1: With prompting and support, ask and answer questions about key
details in a text
K.RI.2: With prompting and support, identify the main topic and retell key
details of a text
K.RI.3: With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text

1.RI.1: Ask and answer questions about key details in a text
1.RI.2: Identify the main topic and retell key details of a text
1.RI.3: Describe the connection between two individuals, events, ideas, or
pieces of information in a text
2.RI.1: Ask and answer such questions as who, what, where, when, why
and how to demonstrate an understanding of key details in a text
2.RI.2: Identify the main topic of a multiparagraph text as well as the focus
of specific paragraphs within the text
2.RI.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text
CRAFT AND STRUCTURE
K.RI.4: With prompting and support, ask and answer questions about
unknown words in a text
K.RI.5: Identify the front cover, back cover, and title page of a book
K.RI.6: Name the author and illustrator of a text and define the role of
each in presenting the ideas or information in a text
1.RI.4: Ask and answer questions to help determine or clarify the meaning
of words and phrases
1.RI.5: Know and use various text structures (e.g., sequence) and text
features (e.g., headings, glossaries, etc.) to locate key facts or information
in a text (CA)
1.RI.6: Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text

2.RI.4: Determine the meaning of words and phrases in a text relevant to
a grade 2 topic or subject area
2.RI.5: Know and use various text features to locate key facts of
information in a text efficiently
2.RI.6: Identify the main purpose of a text, including what the author wants
to answer, explain, or describe
K.RI.7: With prompting and support, describe the relationship between
illustrations and the text in which they appear
K.RI.8: With prompting and support, identify the reasons an author gives
to support points in a text
K.RI.9: With prompting and support, identify the reasons an author gives
to support points in a text

1.RI.7: Use the illustrations and details in a text to describe its key ideas
1.RI.8: Identify the reasons an author gives to support points in a text
1. RI.9: Identify basic similarities in and differences between two texts on
the same topic
2.RI.7: Explain how specific images contribute to and clarify a text
2.RI.8: Describe how reasons support specific points the author makes in
a text
2.RI.9: Compare and contrast the most important points presented by two
texts on the same topic
K.RI.10: Actively engage in group reading activities with purpose and
understanding:
a. Activate prior knowledge related to the information and events in texts
CA
b. Use illustrations and context to make predictions about text - CA
1.RI.10: With prompting and support, read informational texts
appropriately complex for grade 1:
a. Activate prior knowledge related to the information and events in texts
CA
b. Confirm predictions about what will happen next in a text CA

2.RI.10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades
2-3 text complexity band proficiently, with scaffolding as needed at the
high end of the range

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INFORMATIONAL TEXT GRADES 3-5

THIRD GRADE

FOURTH GRADE

FIFTH GRADE
3.RI.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
3.RI.2: Determine the main idea of a text; recount the key details and explain how
they support the main idea
3.RI.3: Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect

4.RI.1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text
4.RI.2: Determine the main idea of a text and explain how it is supported by key
details; summarize the text
4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in
the text
5.RI.1: Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text
5.RI.2: Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text
5.RI.3: Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text
CRAFT AND STRUCTURE
3.RI.4: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area - CA
3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently
3.RI.6: Distinguish their own point of view from that of the author of a text
4.RI.4: Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic of subject area - CA
4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a
text
4.RI.6: Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.

5.RI.4: Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area - CA
5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts
5.RI.6: Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent
3.RI.7: Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur)
3.RI.8: Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a
sequence)
3.RI.9: Compare and contrast the most important points and key details
presented in two texts on the same topic

4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, interactive elements on Web pages, etc.) and explain how the
information contributes to an understanding of the text in which it appears
4.RI.8: Explain how an author uses reasons and evidence to support particular
points in a text
4. RI.9: Integrate information from two texts on the same topic in order to write or
speak about the subject knowledgeably
5.RI.7: Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem
efficiently
5.RI.8: Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which points
5.RI.9: Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably
3.RI.10: By the end of the year, read and comprehend informational text,
including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently

including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the
range

including history/social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently

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WRITING K-2
KINDERGARTEN

FIRST GRADE SECOND GRADE
TEXT TYPES AND PURPOSES
K.W.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they are writing about and state
an opinion or preference about the topic or book
K.W.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.
K.W.3: Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened

1.W.1: Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure
1.W.2: Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure
1.W.3: Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal even order,
and provide some sense of closure
2.W.1: Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words to connect
opinion and reasons, and provide a concluding statement or section
2.W.2: Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section
2.W.3: Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure
PRODUCTION AND DISTRIBUTION OF WRITING
K.W.4: Begins in grade 2 - CA
K.W.5: With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed
K.W.6: With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers
1.W.4: Begins in grade 2 - CA
1.W.5: With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed
1.W.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers
2.W.4: With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose (grade-specific expectations for
writing types are defined in standards 2.W.1 2.W.3)
2.W.5: With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing
2.W.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers

RESEARCH TO BUILD AND PRESENT KNOWLEDGE
K.W.7: Participate in shared research and writing projects (e.g., explore a number of books
by a favorite author and express opinions about them)
K.W.8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question
K.W.9: Begins in grade 4
1.W.7: Participate in shared research and writing projects (e.g., explore a number of how-
to books on a given topic and use them to write a sequence of instructions)
1.W.8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question
1.W.9: Begins in grade 4
2.W.7: Participate in shared research and writing projects (e.g., read a number of books on
a single topic to produce a report; record science observations)
2.W.8: Recall information from experiences or gather information from provided sources to
answer a question
RANGE OF WRITING
K.W.10: Begins in grade 2 - CA 1.W.10: Begins in grade 2 - CA 2.W.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences - CA

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WRITING 3-5
THIRD GRADE FOURTH GRADE FIFTH GRADE
TEXT TYPES AND PURPOSES
3.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons
b. Provide reasons that support the opinion
c. Use linking words and phrases to connect opinion and reasons
d. Provide a concluding statement or section
3.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension
b. Develop the topic with facts, definitions, and details
c. Use linking words and phrases to connect ideas within categories of information
d. Provide a concluding statement or section
3.W.3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations
c. Use temporal words and phrases to signal event order
d. Provide a sense of closure
4.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information
a. Introduce the topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writers purpose
b. Provide reasons that are supported by facts and details
c. Link opinion and reasons using words and phrases
d. Provide a concluding statement or section related to the opinion presented
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic
c. Link ideas within categories of information using words and phrases
d. Use precise language and domain-specific vocabulary to inform about or explain the topic
e. Provide a concluding statement or section related to the information or explanation presented
a. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally
b. Use dialogue and description to develop experiences and events or show the responses of
characters to situations
c. Use a variety of transitional words and phrases to manage the sequence of events
d. Use concrete words and phrases & sensory details to convey experiences & events precisely
d. Provide a conclusion that follows from the narrated experiences or events
5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writers purpose
b. Provide logically ordered reasons that are supported by facts and details
c. Link opinion and reasons using words and phrases
d. Provide a concluding statement or section related to the opinion presented
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic
c. Link ideas within and across categories of information using words, phrases, and clauses
d. Use precise language and domain-specific vocabulary to inform about or explain the topic
e. Provide a concluding statement or section related to the information or explanation presented
a. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally
b. Use narrative techniques, such as dialogue, description, and pacing to develop experiences
and events or show the responses of characters to situations
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events
d. Use concrete words and phrases & sensory details to convey experiences & events precisely
d. Provide a conclusion that follows from the narrated experiences or events
PRODUCTION AND DISTRIBUTION OF WRITING
3.W.4: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose (grade-specific expectations for writing types are
defined in standards 3.W.1 3.W.3)
3.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing
3.W.6: With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others
4.W.4: Produce clear and coherent writing (including multiple-paragraph texts CA) in which the
development and organization are appropriate to task, purpose, and audience
planning, revising, and editing
4.W.6: With guidance and support from adults, use technology including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate a sufficient command of
keyboarding skills to type a minimum of one page in a single sitting
5.W.4: Produce clear and coherent writing (including multiple-paragraph texts CA) in which the
development and organization are appropriate to task, purpose, and audience
planning, revising, editing, rewriting, or trying a new approach
5.W.6: With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate a sufficient command
of keyboarding skills to type a minimum of two pages in a single sitting
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
3.W.7: Conduct short research projects that build knowledge about a topic
3.W.8: Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories
4.W.7: Conduct short research projects that build knowledge through investigation of different aspects
of a topic
4.W.8: Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes, paraphrase (CA), and categorize information, and provide a list of sources
4.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
(apply grade 4 reading standards to: a. literature, and, b. informational texts)
5.W.7: Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic
5.W.8: Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes, and provide a list of sources
5.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
(apply grade 5 reading standards to: a. literature, and, b. informational texts)
RANGE OF WRITING
3.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences
and audiences
and audiences
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SPEAKING AND LISTENING K-2

KINDERGARTEN

FIRST GRADE

SECOND GRADE
COMPREHENSION AND COLLABORATION
K.SL.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups:
a. Follow agreed-upon rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts under discussion)
b. Continue a conversation through multiple exchanges
K.SL.2: Confirm understanding of a text read aloud or information presented orally
or through other media by asking and answering questions about key details and
requesting clarification if something is not understood:
a. Understand and follow one- and two-step oral directions (CA)
K.SL.3: Ask and answer questions in order to seek help, get information, or clarify
something that is not understood
1.SL.1: Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups:
a. Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion)
b. Build on others talk in conversations by responding to the comments of
others through multiple exchanges
c. Ask questions to clear up any confusion about the topics and texts under
discussion
1.SL.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media
a. Give, restate, and follow two-step oral directions (CA)
1.SL.3: Ask and answer questions about what a speaker says in order to gather
information or clarify something that is not understood
2.SL.1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups:
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion)
b. Build on others talk in conversations by linking their comments to the
remarks of others
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion
2.SL.2: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
a. Give and follow three- and four-step oral directions (CA)
2.SL.3: Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding or a topic
or issue
PRESENTATION OF KNOWLEDGE AND IDEAS
K.SL.4: Describe familiar people, places, things, and events, and, with prompting
and support, provide additional detail
K.SL.5: Add drawings or other visual displays to descriptions as desired to provide
additional detail
K.SL.6: Speak audibly and express thoughts, feelings, and ideas clearly
1.SL.4: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly
a. Memorize and recite poems, rhymes, and songs with expression - CA
1.SL.5: Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings
1.SL.6: Produce complete sentences when appropriate to task and situation (see
1
st
grade Language standards 1 and 3 for specific expectations)
2.SL.4: Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences
a. Plan and deliver a narrative presentation that: recounts a well-
elaborated event, includes details, reflects a logical sequence, and provides a
conclusion - CA
2.SL.5: Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings
2.SL.6: Produce complete sentences when appropriate to task and situation in
order to provide requested detail or clarification (see 2nd grade Language
standards 1 and 3 for specific expectations)

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SPEAKING AND LISTENING 3-5

THIRD GRADE

FOURTH GRADE

FIFTH GRADE
COMPREHENSION AND COLLABORATION
3.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts building
on others ideas and expressing their own clearly:
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion)
c. Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others
d. Explain their own ideas and understanding in light of the discussion
3.SL.2: Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally
3.SL.3: Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail
b. Follow agreed-upon rules for discussions and carry out assigned roles
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion
4.SL.2: Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally
4.SL.3: Identify the reasons and evidence a speaker or media source (CA)
provides to support particular points
b. Follow agreed-upon rules for discussions and carry out assigned roles
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions
5.SL.2: Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally
5.SL.3: Summarize the points a speaker or media source (CA) makes and explain
how each claim is supported by reasons and evidence, and identify and analyze
any logical fallacies (CA)
PRESENTATION OF KNOWLEDGE AND IDEAS
3.SL.4: Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace:
a. Plan and deliver an informative/explanatory presentation on a topic that:
organizes ideas around major points of information, follows a logical sequence,
includes supporting details, uses clear and specific vocabulary, and provides a
strong conclusion - CA
3.SL.5: Create engaging audio recordings of stories or poems that demonstrate
fluid reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details
3.SL.6: Speak in complete sentences when appropriate to task and situation in
order to provide requested detail or clarification (see 3
rd
grade Language
standards 1 and 3 for specific expectations)
4.SL.4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace
a. Plan and deliver a narrative presentation that: relates ideas,
observations, or recollections; provides a clear context; and includes clear insight
into why the event or experience is memorable - CA
4.SL.5: Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes
4.SL.6: Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion); use formal English when appropriate to task and situation (see 4
th

grade Language standards 1 and 3 for specific expectations)
5.SL.4: Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace
a. Plan and deliver an opinion speech that: states an opinion, logically
sequences evidence to support the speakers position, uses transition words to
effectively link opinions and evidence (e.g., consequently and therefore), and
provides a concluding statement related to the speakers position CA
b. Memorize and recite a poem or section of a speech or historical
document using rate, expression, and gestures appropriate to the selection - CA
5.SL.5: Include multimedia components (e.g., graphics, sound) and visual displays
in presentations when appropriate to enhance the development of main ideas or
themes
5.SL.6: Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation (see 5
th
grade Language standards 1 and 3
for specific expectations)

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SBAC UNIVERSAL TOOLS, DESIGNATED SUPPORTS, & ACCOMMODATIONS

EMBEDDED UNIVERSAL TOOLS:
AVAILABLE TO ALL STUDENTS AS PART OF THE
TECHNOLOGY PLATFORM

EMBEDDED DESIGNATED SUPPORTS:
AVAILABLE TO ALL STUDENTS FOR WHOM THE NEED
HAS BEEN INDICATED (IEP TEAM DECISION)

EMBEDDED ACCOMMODATIONS:
MUST BE DOCUMENTED ON AN IEP OR 504 PLAN
1. Breaks
2. Calculator (for calculator-allowed items only)
3. Digital notepad
4. English Dictionary (for ELA-performance task full writes)
5. English glossary
6. Expandable passages
7. Global notes (for ELA performance tasks)
8. Highlighter
9. Keyboard navigation
10. Mark for review
11. Math tools (i.e., embedded ruler, embedded protractor)
12. Spell check (for ELA items)
13. Strikethrough
14. Writing tools (i.e., bold, italic, bullets, undo/redo)
15. Zoom
1. Color contrast
2. Masking
3. Text-to-speech (for math stimuli items and ELA items, not for reading
passages)
4. Translated test directions (for math items)
5. Translations (glossaries) (for math items)
6. Translations (stacked) (for math items)
7. Turn off any universal tools

1. American Sign Language (ASL) (for ELA listening items and math
items)
2. Braille
3. Closed captioning (for ELA listening items)
4. Text-to-speech (for ELA reading passages)

NON-EMBEDDED UNIVERSAL TOOLS:
AVAILABLE TO ALL STUDENTS

NON-EMBEDDED DESIGNATED SUPPORTS: TO BE
PROVIDED LOCALLY FOR THOSE STUDENTS UNABLE
TO USE THE DESIGNATED SUPPORTS WHEN
PROVIDED DIGITALLY (IEP TEAM DECISION)

NON-EMBEDDED ACCOMMODATIONS:
MUST BE DOCUMENTED ON AN IEP OR 504 PLAN
1. Breaks
2. English Dictionary (for ELA-performance task full writes)
3. Scratch paper
4. Thesaurus (for ELA-performance task full writes)
1. Bilingual dictionary (for ELA-performance task full writes)
2. Color contrast
3. Color overlays
4. Magnification
5. Read aloud (for math items and ELA items, not for reading passages)
6. Scribe (for ELA non-writing items and math items)
7. Separate setting
8. Translations (glossaries) (for math items)
1. Abacus
2. Alternate response options
3. Calculator (for calculator allowed items only)
4. Multiplication Table (grade 4 and above math)
5. Print on demand
6. Read aloud (for ELA reading passages, grades 6-8 and 11; blind
students in grades 3-8 and 11 who do not yet have adequate Braille
skills)
7. Scribe
8. Speech-to-text

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