Courses of Study : English Language Arts

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): K
All Resources: 6
Lesson Plans: 1
Classroom Resources: 4
Unit Plans: 1
1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.1- With prompting and support, identify details about a story.


English Language Arts (2015)
Grade(s): K
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
2 ) With prompting and support, retell familiar stories, including key details. [RL.K.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.2- With prompting and support, identify details about a story.


English Language Arts (2015)
Grade(s): K
All Resources: 5
Learning Activities: 2
Classroom Resources: 3
3 ) With prompting and support, identify characters, settings, and major events in a story. [RL.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.3- With prompting and support, identify characters and setting in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): K
All Resources: 4
Classroom Resources: 4
4 ) Ask and answer questions about unknown words in a text. [RL.K.4]

English Language Arts (2015)
Grade(s): K
All Resources: 1
Learning Activities: 1
5 ) Recognize common types of texts (e.g., storybooks, poems). [RL.K.5]

English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
6 ) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.6- With prompting and support, define the terms author and illustrator; With prompting and support, identify the author and illustrator of a particular story.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): K
All Resources: 3
Classroom Resources: 3
7 ) With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.7- With prompting and support, match words in the story to complementary illustrations.


English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
8 ) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [RL.K.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): K
All Resources: 16
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 12
Unit Plans: 1
9 ) Actively engage in group reading activities with purpose and understanding. [RL.K.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): K
All Resources: 4
Classroom Resources: 4
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.10- With prompting and support, identify who, what, and/or where of an informational text.


English Language Arts (2015)
Grade(s): K
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
11 ) With prompting and support, identify the main topic and retell key details of a text. [RI.K.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.11- With prompting and support, identify the main topic of an informational text.


English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
12 ) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.12- Match and/or describe how two individuals, events, ideas are connected in a text.


Craft and Structure
English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
13 ) With prompting and support, ask and answer questions about unknown words in a text. [RI.K.4]

English Language Arts (2015)
Grade(s): K
All Resources: 0
14 ) Identify the front cover, back cover, and title page of a book. [RI.K.5]

English Language Arts (2015)
Grade(s): K
All Resources: 0
15 ) Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [RI.K.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.15- Identify and/or define the author and illustrator of an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): K
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
17 ) With prompting and support, identify the reasons an author gives to support points in a text. [RI.K.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.17- With prompting and support, identify a reason an author gives to support a key point in an informational text.


English Language Arts (2015)
Grade(s): K
All Resources: 0
18 ) With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.K.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): K
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

Reading Standards: Foundational Skills
Print Concepts
English Language Arts (2015)
Grade(s): K
All Resources: 5
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 3
20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K20- Demonstrate understanding of the organization and basic features of print.
ELA.AAS.K.20a- Follow words from left to right, top to bottom, and page to page.
ELA.AAS.K.20d- Recognize and name all uppercase and lowercase letters of the alphabet.


Phonological Awareness
English Language Arts (2015)
Grade(s): K
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]

a. Recognize and produce rhyming words. [RF.K.2a]

b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]

c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]

Phonics and Word Recognition
English Language Arts (2015)
Grade(s): K
All Resources: 5
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 3
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]

Fluency
English Language Arts (2015)
Grade(s): K
All Resources: 10
Classroom Resources: 10
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.23- Read an emergent-reader texts with purpose and understanding.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): K
All Resources: 2
Classroom Resources: 2
24 ) Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is …). [W.K.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.24- Using a combination of drawings, dictation and writing, compose opinion pieces by stating an opinion; providing a reason related to the opinion.


English Language Arts (2015)
Grade(s): K
All Resources: 6
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 2
25 ) Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2]

English Language Arts (2015)
Grade(s): K
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
26 ) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3]

Production and Distribution of Writing
English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
27 ) With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. [W.K.5]

English Language Arts (2015)
Grade(s): K
All Resources: 5
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 1
28 ) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): K
All Resources: 3
Classroom Resources: 3
29 ) Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [W.K.7]

English Language Arts (2015)
Grade(s): K
All Resources: 5
Lesson Plans: 3
Classroom Resources: 2
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.30- With prompting and support, recall a familiar experience or event.


Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): K
All Resources: 16
Lesson Plans: 5
Classroom Resources: 10
Unit Plans: 1
31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

English Language Arts (2015)
Grade(s): K
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
32 ) 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. [SL.K.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.32- Answer questions about a text read aloud.


English Language Arts (2015)
Grade(s): K
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
33 ) Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [SL.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.33- With prompting and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): K
All Resources: 0
34 ) Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [SL.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.34- With prompting and support, answer questions about familiar people, places, and things.


English Language Arts (2015)
Grade(s): K
All Resources: 10
Lesson Plans: 2
Classroom Resources: 8
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

English Language Arts (2015)
Grade(s): K
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
36 ) Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

Language Standards
Conventions of Standard English
English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
37 ) Begin to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.K.1]

a. Print many uppercase and lowercase letters. [L.K.1a]

b. Use frequently occurring nouns and verbs. [L.K.1b]

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). [L.K.1c]

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [L.K.1d]

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [L.K.1e]

f. Produce and expand complete sentences in shared language activities. [L.K.1f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.37- With prompting and support, speak and write in complete sentences.
ELA.AAS.K.37a- With prompting and support, print many uppercase and lowercase letters.
ELA.AAS.K.37b- With prompting and support, use frequently occurring nouns and verbs.
ELA.AAS.K.37e- With prompting and support, use frequently occurring preposition words (concrete prepositions) (e.g., to, from, in, out, on, off, by, and with).
ELA.AAS.K.37f- With prompting and support, produce and expand complete sentences in


English Language Arts (2015)
Grade(s): K
All Resources: 3
Lesson Plans: 2
Unit Plans: 1
38 ) Begin to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.K.2]

a. Capitalize the first word in a sentence and the pronoun I. [L.K.2a]

b. Recognize and name end punctuation. [L.K.2b]

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). [L.K.2c]

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. [L.K.4]

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). [L.K.4a]

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. [L.K.4b]

English Language Arts (2015)
Grade(s): K
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



English Language Arts (2015)
Grade(s): K
All Resources: 1
Classroom Resources: 1
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 1
All Resources: 3
Classroom Resources: 3
1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.1- Ask and/or answer who, what, when, where, and how questions about a story.
ELA.AAS.1.1a- Make predictions about what will happen next in a story.


English Language Arts (2015)
Grade(s): 1
All Resources: 3
Classroom Resources: 3
2 ) Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.2- Retell key details from stories.


English Language Arts (2015)
Grade(s): 1
All Resources: 5
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 3
3 ) Describe characters, settings, and major events in a story, using key details. [RL.1.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.3- Identify characters and setting in a story; identify details of characters and setting in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 1
All Resources: 2
Classroom Resources: 2
4 ) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4]

English Language Arts (2015)
Grade(s): 1
All Resources: 1
Classroom Resources: 1
5 ) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5]

English Language Arts (2015)
Grade(s): 1
All Resources: 0
6 ) Identify who is telling the story at various points in a text. [RL.1.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.6- Identify who is telling the story at various points in a text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 1
All Resources: 4
Lesson Plans: 2
Classroom Resources: 2
7 ) Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.7- Answer questions about illustrations in a story that describe its characters, setting, or events.


English Language Arts (2015)
Grade(s): 1
All Resources: 0
8 ) Compare and contrast the adventures and experiences of characters in stories. [RL.1.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 1
All Resources: 2
Classroom Resources: 2
9 ) With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 1
All Resources: 1
Classroom Resources: 1
10 ) Ask and answer questions about key details in a text. [RI.1.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.10- Ask and answer questions about an informational text.


English Language Arts (2015)
Grade(s): 1
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
11 ) Identify the main topic and retell key details of a text. [RI.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.11- Identify the main topic of an informational text.


English Language Arts (2015)
Grade(s): 1
All Resources: 0
12 ) Describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.1.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.12- Identify connections between two individuals, events, and ideas in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 1
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
13 ) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]

English Language Arts (2015)
Grade(s): 1
All Resources: 0
14 ) Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [RI.1.5]

English Language Arts (2015)
Grade(s): 1
All Resources: 2
Classroom Resources: 2
15 ) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA. AAS.1.15- Answer questions about pictures or illustrations and words in an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 1
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
16 ) Use the illustrations and details in a text to describe its key ideas. [RI.1.7]

English Language Arts (2015)
Grade(s): 1
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
17 ) Identify the reasons an author gives to support points in a text (e.g., eating a balanced meal, obeying safety rules, engaging in recycling projects). [RI.1.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.17- Identify a reason an author gives to support a key point in an informational text.


English Language Arts (2015)
Grade(s): 1
All Resources: 0
18 ) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.1.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 1
All Resources: 4
Lesson Plans: 2
Classroom Resources: 2
19 ) With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10]

Reading Standards: Foundational Skills
Print Concepts
English Language Arts (2015)
Grade(s): 1
All Resources: 1
Classroom Resources: 1
20 ) Demonstrate understanding of the organization and basic features of print. [RF.1.1]

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [RF.1.1a]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.20- Demonstrate understanding of the features of print.
ELA.AAS.1.20a- Identify the features of a sentence (i.e., first word and ending punctuation).


Phonological Awareness
English Language Arts (2015)
Grade(s): 1
All Resources: 11
Learning Activities: 4
Lesson Plans: 5
Classroom Resources: 2
21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2]

a. Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a]

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b]

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [RF.1.2c]

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d]

Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 1
All Resources: 11
Learning Activities: 2
Lesson Plans: 7
Classroom Resources: 2
22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]

a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]

b. Decode regularly spelled one-syllable words. [RF.1.3b]

c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]

e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]

f. Read words with inflectional endings. [RF.1.3f]

g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]

Fluency
English Language Arts (2015)
Grade(s): 1
All Resources: 10
Lesson Plans: 1
Classroom Resources: 9
23 ) Read with sufficient accuracy and fluency to support comprehension. [RF.1.4]

a. Read on-level text with purpose and understanding. [RF.1.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.23- Read and comprehend a text of 50 words with or without pictures.
ELA.AAS.1.23a- Read on-level text with purpose and understanding.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 1
All Resources: 7
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 4
24 ) 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. [W.1.1]

a. Write simple poems addressing a topic. (Alabama)

English Language Arts (2015)
Grade(s): 1
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
25 ) Write informative or explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [W.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.25- With prompting and support, compose informative or explanatory text by stating a topic and providing supporting facts and details, including some sense of closure.


English Language Arts (2015)
Grade(s): 1
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
26 ) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3]

Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 1
All Resources: 3
Classroom Resources: 3
27 ) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5]

English Language Arts (2015)
Grade(s): 1
All Resources: 4
Learning Activities: 3
Lesson Plans: 1
28 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 1
All Resources: 2
Classroom Resources: 2
29 ) Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). [W.1.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.29- With prompting and support, participate in shared research and writing projects.


English Language Arts (2015)
Grade(s): 1
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 1
All Resources: 12
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 8
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

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). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

English Language Arts (2015)
Grade(s): 1
All Resources: 4
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 1
32 ) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.32- Ask and/or answer questions about a text read aloud.


English Language Arts (2015)
Grade(s): 1
All Resources: 2
Lesson Plans: 2
33 ) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. [SL.1.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.33- Ask and/or answer questions about information presented orally.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 1
All Resources: 6
Learning Activities: 1
Lesson Plans: 4
Classroom Resources: 1
34 ) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.34- Describe familiar people, places, things, and events when communicating.


English Language Arts (2015)
Grade(s): 1
All Resources: 5
Learning Activities: 1
Lesson Plans: 4
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

English Language Arts (2015)
Grade(s): 1
All Resources: 5
Lesson Plans: 5
36 ) Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]

Language Standards
Conventions of Standard English
English Language Arts (2015)
Grade(s): 1
All Resources: 13
Learning Activities: 4
Lesson Plans: 4
Classroom Resources: 5
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.37- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.1.37a- Print all uppercase and lowercase letters when writing or speaking.
ELA.AAS.1.37c- Use frequently occurring nouns and verbs when writing or speaking.
ELA.AAS.1.37f- Use adjectives when writing or speaking.
ELA.AAS.1.37g- Use the conjunctions and or when writing or speaking.


English Language Arts (2015)
Grade(s): 1
All Resources: 11
Learning Activities: 2
Lesson Plans: 7
Classroom Resources: 2
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]

a. Capitalize dates and names of people. [L.1.2a]

b. Use end punctuation for sentences. [L.1.2b]

c. Use commas in dates and to separate single words in a series. [L.1.2c]

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 1
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.39- Identify the meaning of unknown words based on grade 1 reading and content.
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.


English Language Arts (2015)
Grade(s): 1
All Resources: 10
Lesson Plans: 5
Classroom Resources: 5
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


English Language Arts (2015)
Grade(s): 1
All Resources: 8
Lesson Plans: 5
Classroom Resources: 3
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 2
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.1- Ask and answer who, what, and where questions about a story. ELA.AAS.2.1a- Identify the main idea of a story.


English Language Arts (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
2 ) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [RL.2.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.2- Identify the central idea of fables and folk tales to determine the lessons and morals.


English Language Arts (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
3 ) Describe how characters in a story respond to major events and challenges. [RL.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.3- Answer questions about the characters and events in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 3
Classroom Resources: 1
4 ) Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. [RL.2.4]

English Language Arts (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 2
5 ) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]

English Language Arts (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 5
Classroom Resources: 1
6 ) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. [RL.2.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.6- Identify which character is speaking in a story at different points in the story.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 2
All Resources: 8
Learning Activities: 3
Classroom Resources: 5
7 ) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.7- Use an illustration to identify a character setting, or plot of a story.


English Language Arts (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 2
Lesson Plans: 2
8 ) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. [RL.2.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 2
All Resources: 6
Classroom Resources: 6
9 ) 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. [RL.2.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 2
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


English Language Arts (2015)
Grade(s): 2
All Resources: 1
Lesson Plans: 1
11 ) Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [RI.2.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.11- Identify the main idea of an informational text; identify important details in an informational text.


English Language Arts (2015)
Grade(s): 2
All Resources: 11
Learning Activities: 1
Lesson Plans: 4
Classroom Resources: 5
Unit Plans: 1
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.12- Identify events or steps in a historical, scientific, or technical text.


Craft and Structure
English Language Arts (2015)
Grade(s): 2
All Resources: 0
13 ) Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. [RI.2.4]

English Language Arts (2015)
Grade(s): 2
All Resources: 5
Lesson Plans: 2
Classroom Resources: 2
Unit Plans: 1
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

English Language Arts (2015)
Grade(s): 2
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
15 ) Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [RI.2.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.15- Identify the main purpose or topic of an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 2
All Resources: 1
Lesson Plans: 1
16 ) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. [RI.2.7]

English Language Arts (2015)
Grade(s): 2
All Resources: 2
Lesson Plans: 2
17 ) Describe how reasons support specific points the author makes in a text. [RI.2.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.17- Identify multiple reasons an author gives to support a key point in an informational text.


English Language Arts (2015)
Grade(s): 2
All Resources: 5
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 1
18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 2
All Resources: 4
Lesson Plans: 2
Classroom Resources: 2
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

Reading Standards: Foundational Skills
Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 2
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.2.3]

a. Distinguish long and short vowels when reading regularly spelled one-syllable words. [RF.2.3a]

b. Know spelling-sound correspondences for additional common vowel teams. [RF.2.3b]

c. Decode regularly spelled two-syllable words with long vowels. [RF.2.3c]

d. Decode words with common prefixes and suffixes. [RF.2.3d]

e. Identify words with inconsistent but common spelling-sound correspondences. [RF.2.3e]

f. Recognize and read grade-appropriate irregularly spelled words. [RF.2.3f]

Fluency
English Language Arts (2015)
Grade(s): 2
All Resources: 14
Classroom Resources: 14
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 2
All Resources: 7
Lesson Plans: 3
Classroom Resources: 4
22 ) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]

a. Write free verse poetry to express ideas. (Alabama)

English Language Arts (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

English Language Arts (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 1
24 ) 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. [W.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.24- Compose narrative texts by introducing characters or a narrator and organizing events in sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 2
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

English Language Arts (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 2
Classroom Resources: 2
26 ) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.2.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 2
All Resources: 7
Lesson Plans: 2
Classroom Resources: 4
Unit Plans: 1
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.27- Participate in research projects.


English Language Arts (2015)
Grade(s): 2
All Resources: 14
Learning Activities: 2
Lesson Plans: 8
Classroom Resources: 4
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.28- Recall experiences to answer a question.


Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 2
All Resources: 17
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 11
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

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). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

English Language Arts (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 1
Lesson Plans: 4
Classroom Resources: 1
30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.30- Ask and answer questions about a text read aloud or information presented orally through other media.


English Language Arts (2015)
Grade(s): 2
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.31- Ask or answer questions about information presented orally.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 2
All Resources: 0
32 ) Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.32- Tell a story or report on a topic or a personal experience.


English Language Arts (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
33 ) Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [SL.2.5]

English Language Arts (2015)
Grade(s): 2
All Resources: 2
Lesson Plans: 2
34 ) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6]

Language Standards
Conventions of Standard English
English Language Arts (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 2
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.35- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.2.35a- Use nouns and verbs when writing or speaking.
ELA.AAS.2.35b- Use plural nouns when writing or speaking.
ELA.AAS.2.35c- Identify and use personal pronouns when writing or speaking.
ELA.AAS.2.35e- Use adjectives when writing or speaking.


English Language Arts (2015)
Grade(s): 2
All Resources: 7
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 2
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

Knowledge of Language
English Language Arts (2015)
Grade(s): 2
All Resources: 1
Learning Activities: 1
37 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.2.3]

a. Compare formal and informal uses of English. [L.2.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 2
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.38-With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
ELA.AAS.2.38a- With prompting and support, use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.2.38e- With prompting and support, use a dictionary, glossary, and/or digital resources to find the meanings of words.


English Language Arts (2015)
Grade(s): 2
All Resources: 1
Classroom Resources: 1
39 ) Demonstrate understanding of word relationships and nuances in word meanings. [L.2.5]

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). [L.2.5a]

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). [L.2.5b]

English Language Arts (2015)
Grade(s): 2
All Resources: 0
40 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). [L.2.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 3
All Resources: 17
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 14
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.1- Answer who, what, and where questions to demonstrate understanding of a story.


English Language Arts (2015)
Grade(s): 3
All Resources: 5
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 3
2 ) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.2- Identify the central message, lesson, or moral of a story; identify key details that support a central theme of a story.


English Language Arts (2015)
Grade(s): 3
All Resources: 15
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 10
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.3- Identify traits or feelings of a character in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 3
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
4 ) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL.3.4]

English Language Arts (2015)
Grade(s): 3
All Resources: 13
Learning Activities: 1
Classroom Resources: 12
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. [RL.3.5]

English Language Arts (2015)
Grade(s): 3
All Resources: 6
Learning Activities: 1
Lesson Plans: 4
Classroom Resources: 1
6 ) Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.6- Identify the narrator's or character's point of view in a story.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 3
All Resources: 5
Lesson Plans: 1
Classroom Resources: 4
7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.7- Use illustrations and words to answer questions about the characters, setting, or events of a story.


English Language Arts (2015)
Grade(s): 3
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
8 ) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [RL.3.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 3
All Resources: 14
Classroom Resources: 14
9 ) 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. [RL.3.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 3
All Resources: 12
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 9
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


English Language Arts (2015)
Grade(s): 3
All Resources: 9
Lesson Plans: 3
Classroom Resources: 5
Unit Plans: 1
11 ) Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.11- Identify the main idea of an informational text; identify details in an informational text that support the main idea.


English Language Arts (2015)
Grade(s): 3
All Resources: 9
Lesson Plans: 3
Classroom Resources: 5
Unit Plans: 1
12 ) 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 and effect. [RI.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.12- Identify events, ideas, or steps in an informational text pertaining to time, sequence, or cause and effect.


Craft and Structure
English Language Arts (2015)
Grade(s): 3
All Resources: 1
Classroom Resources: 1
13 ) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. [RI.3.4]

English Language Arts (2015)
Grade(s): 3
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
14 ) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.14- Use text features (e.g., title, illustrations, glossary, table of contents, imbedded digital tools) to locate information.


English Language Arts (2015)
Grade(s): 3
All Resources: 1
Lesson Plans: 1
15 ) Distinguish their own point of view from that of the author of a text. [RI.3.6]

Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 3
All Resources: 9
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 6
Unit Plans: 1
16 ) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI.3.7]

English Language Arts (2015)
Grade(s): 3
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
17 ) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.17- Identify logical connections in an informational text (e.g., cause and effect; first, second, third in a sequence).


English Language Arts (2015)
Grade(s): 3
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
18 ) Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 3
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.10]

Reading Standards: Foundational Skills
Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 3
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.3.3]

a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a]

b. Decode words with common Latin suffixes. [RF.3.3b]

c. Decode multisyllable words. [RF.3.3c]

d. Read grade-appropriate irregularly spelled words. [RF.3.3d]

Fluency
English Language Arts (2015)
Grade(s): 3
All Resources: 26
Lesson Plans: 1
Classroom Resources: 25
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.21- Read and comprehend a text of 100 words with or without pictures.
ELA.AAS.3.21a- Read on-level text with purpose and understanding.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 3
All Resources: 4
Learning Activities: 2
Lesson Plans: 2
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.1]

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.1a]

b. Provide reasons that support the opinion. [W.3.1b]

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.1c]

d. Provide a concluding statement or section. [W.3.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.22- Compose opinion pieces by stating an opinion, providing a reason related to the opinion, and providing an appropriate conclusion related to the stated opinion.


English Language Arts (2015)
Grade(s): 3
All Resources: 12
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 9
Unit Plans: 1
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 3
All Resources: 8
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 4
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 3
All Resources: 17
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 15
25 ) 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 22-24 above.) [W.3.4]

English Language Arts (2015)
Grade(s): 3
All Resources: 8
Classroom Resources: 8
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

English Language Arts (2015)
Grade(s): 3
All Resources: 7
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
Unit Plans: 1
27 ) 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. [W.3.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 3
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.28- Ask and answer questions about a topic for a research project allowing the use of digital tools and/or differing forms of media.


English Language Arts (2015)
Grade(s): 3
All Resources: 10
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 5
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.29- Distinguish whether information (text, illustrated, and/or digital) is related to a given topic.


Range of Writing
English Language Arts (2015)
Grade(s): 3
All Resources: 8
Classroom Resources: 8
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 3
All Resources: 12
Lesson Plans: 2
Classroom Resources: 10
31 ) 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. [SL.3.1]

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. [SL.3.1a]

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). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

English Language Arts (2015)
Grade(s): 3
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
32 ) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.32- Ask and answer questions about a text read aloud and/or information presented orally through media including digital media.


English Language Arts (2015)
Grade(s): 3
All Resources: 0
33 ) Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [SL.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.33- Ask or answer questions about information presented orally.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 3
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
34 ) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [SL.3.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.34- Report on a topic or tell a story, that includes a beginning, middle, and end, with relevant facts or details.


English Language Arts (2015)
Grade(s): 3
All Resources: 0
35 ) Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [SL.3.5]

English Language Arts (2015)
Grade(s): 3
All Resources: 0
36 ) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) [SL.3.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 3
All Resources: 7
Learning Activities: 4
Classroom Resources: 3
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]

b. Form and use regular and irregular plural nouns. [L.3.1b]

c. Use abstract nouns (e.g., childhood). [L.3.1c]

d. Form and use regular and irregular verbs. [L.3.1d]

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]

f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]

h. Use coordinating and subordinating conjunctions. [L.3.1h]

i. Produce simple, compound, and complex sentences. [L.3.1i]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.37- Demonstrate standard English grammar when communicating.
ELA.AAS.3.37a- Demonstrate correct use of nouns and verbs.
ELA.AAS.3.37b- Demonstrate correct use of plural nouns.
ELA.AAS.3.37c- Demonstrate correct use of adjectives.
ELA.AAS.3.37f- Demonstrate correct use of pronouns.
ELA.AAS.3.37g- Demonstrate correct use of adverbs.


English Language Arts (2015)
Grade(s): 3
All Resources: 4
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 1
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]

a. Capitalize appropriate words in titles. [L.3.2a]

b. Use commas in addresses. [L.3.2b]

c. Use commas and quotation marks in dialogue. [L.3.2c]

d. Form and use possessives. [L.3.2d]

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]

g. Write legibily in cursive. (Alabama)

h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.38- Use a capital letter at the beginning of a first name.
ELA.AAS.3.38a- Use a capital letter at the beginning of a sentence.
ELA.AAS.3.38b- Use punctuation at the end of a sentence.
ELA.AAS.3.38e- Correctly spell high frequency words.


Knowledge of Language
English Language Arts (2015)
Grade(s): 3
All Resources: 1
Classroom Resources: 1
39 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.3.3]

a. Choose words and phrases for effect.* [L.3.3a]

b. Recognize and observe differences between the conventions of spoken and written Standard English. [L.3.3b]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 3
All Resources: 4
Classroom Resources: 4
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.3.4a]

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [L.3.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [L.3.4c]

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [L.3.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.40a- Use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.3.40d- Utilize a dictionary, glossary, and/or digital resources to find the meaning of words.


English Language Arts (2015)
Grade(s): 3
All Resources: 6
Classroom Resources: 6
41 ) Demonstrate understanding of word relationships and nuances in word meanings. [L.3.5]

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L.3.5a]

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [L.3.5b]

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [L.3.5c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.41- Identify common synonyms and antonyms (e.g., happy-glad, hot-cold).
ELA.AAS.3.41b- Identify words that describe how people act (e.g. describe people who are friendly or helpful).


English Language Arts (2015)
Grade(s): 3
All Resources: 8
Classroom Resources: 8
42 ) Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L.3.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Lesson Plans: 4
Classroom Resources: 9
1 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize explicitly stated reason for character's statement in a story. (Locate and Recall)

NAEP Descriptor::
Interpret reason for character's statement and explain with support from story. (Integrate and Interpret)

NAEP Descriptor::
Recognize paraphrase of explicit details about a main character in a story. (Locate and Recall)

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize reason for character's action in a story (explicit). (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.1- Answer who, what, when, and where questions to demonstrate understanding of a story.


English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 9
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize how a paragraph supports the story theme. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.2- Identify the main idea of a story and retell the story.


English Language Arts (2015)
Grade(s): 4
All Resources: 12
Learning Activities: 3
Lesson Plans: 3
Classroom Resources: 6
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.3- Describe and/or identify a character, a setting, or an event in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 4
All Resources: 0
4 ) Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). [RL.4.4]


NAEP Framework
Anchor Standard::
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning and analyze how specific word choices shape meaning or tone.
Cognitive Target::
  • Consider text(s) critically to evaluate the role of literary devices in conveying meaning; determine the degree to which literary devices enhance a literary work.
  • Make complex inferences to infer mood or tone, to explain how rhythm, rhyme, or form in poetry contribute to meaning.

NAEP Descriptor::
Recognize literal meaning of figurative language. (Locate and Recall)

NAEP Descriptor::
Recognize meaning of word as used in a story. (Integrate and Interpret)

NAEP Descriptor::
Recognize explicit poetic comparison. (Locate and Recall)


English Language Arts (2015)
Grade(s): 4
All Resources: 3
Classroom Resources: 3
5 ) Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. [RL.4.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
Cognitive Target::
Make complex inferences within and across texts to describe how an author uses literary devices and text features.
NAEP Descriptor::
Evaluate ending in relation to the rest of the story. (Critique and Evaluate)

NAEP Descriptor::
Make an inference to recognize the feelings of a speaker in a section of a poem. (Integrate and Interpret)

NAEP Descriptor::
Recognize explicit poetic comparison. (Locate and Recall)

NAEP Descriptor::
Recognize surface similarity between story and poem. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 2
Lesson Plans: 2
6 ) Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [RL.4.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to analyze the point of view used by the author.
NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.6- Identify first- and third-person narrations.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 2
Classroom Resources: 1
7 ) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.7- Use the text and/or an illustration to identify a character or setting in a story.


English Language Arts (2015)
Grade(s): 4
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
8 ) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 1
Classroom Resources: 12
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.4.10]


NAEP Framework
Anchor Standard::
Anchor Standard 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.
Cognitive Target::
Consider Text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situations.
NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Recognize surface similarity between story and poem. (Integrate and Interpret)


Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 4
All Resources: 13
Learning Activities: 1
Lesson Plans: 8
Classroom Resources: 4
10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor::
Recognize main questions answered by an article. (Integrate and Interpret)

NAEP Descriptor::
Interpret text details to select and provide one example. (Integrate and Interpret)

NAEP Descriptor::
Recognize explicitly stated information from an article. (Locate and Recall)

NAEP Descriptor::
Recognize explicitly stated information in an informational text. (Locate and Recall)

NAEP Descriptor::
Recognize cause explicitly stated in an informational text. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.10- Answer who, what, when, and where questions to demonstrate understanding of an informational text.


English Language Arts (2015)
Grade(s): 4
All Resources: 10
Lesson Plans: 3
Classroom Resources: 7
11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize the main topic of informational article. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.11- Identify the main idea of an informational text and details that support the main idea.


English Language Arts (2015)
Grade(s): 4
All Resources: 19
Lesson Plans: 12
Classroom Resources: 7
12 ) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
Identify textually explicit information within and across texts to find evidence in support of an argument.
NAEP Descriptor::
Describe a process with text support. (Integrate and Interpret)

NAEP Descriptor::
Interpret information in expository passage to describe steps in a process. (Integrate and Interpret)

NAEP Descriptor::
Recognize best description of character based on action described in expository passage. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.12- Identify events, procedures, ideas, or concepts in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 4
All Resources: 4
Classroom Resources: 4
13 ) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area. [RI.4.4]


NAEP Framework
Anchor Standard::
Anchor Standards 4: 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.
Cognitive Target::
Consider text(s) critically to evaluate the way the author selects language to influence readers.
NAEP Descriptor::
Recognize meaning of word as used in an informational article. (Integrate and Interpret)

NAEP Descriptor::
Use context of article to recognize meaning of figurative expression. (Integrate and Interpret)

NAEP Descriptor::
Interpret word as used in an informational text. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of a word as used in an article. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of a descriptive word used in an expository passage. (Integrate and Interpret)

NAEP Descriptor::
Interpret poetic language and explain. (Integrate and Interpret)

NAEP Descriptor::
Recognize correct interpretation of ironic comment in a persuasive essay. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Unit Plans: 1
14 ) Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text. [RI.4.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
NAEP Descriptor::
Evaluate section titles in relation to text and support evaluation. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.14- Identify the structure of an informational text (e.g., problem-solution, sequence of events).


English Language Arts (2015)
Grade(s): 4
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
15 ) Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. [RI.4.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to judge author's craft and technique, evaluate the author's perspective or point of view within or across texts.
NAEP Descriptor::
Recognize author's main purpose for writing an expository passage. (Integrate and Interpret)


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 2
16 ) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]


NAEP Framework
Anchor Standard::
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Evaluate video in relation to written content of article. (Critique and Evaluate)

NAEP Descriptor::
Identify and explain steps in a process. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 4
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]


NAEP Framework
Anchor Standard::
Anchor Standard 8: 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.
Cognitive Target::
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor::
Make a text-based inference to recognize reason for action. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Connect text ideas to recognize an explanation. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize interpretation of a paragraph in an informational text. (Advanced, Integrate and Interpret)

NAEP Descriptor::
Recognize purpose of action in a process explicitly described in and expository passage. (Proficient, Integrate and Interpret)

NAEP Descriptor::
Recognize author's main purpose for writing an expository text. (Proficient, Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.17- Identify reasons or evidence to support the main idea or points in an informational text.


English Language Arts (2015)
Grade(s): 4
All Resources: 6
Lesson Plans: 4
Classroom Resources: 1
Unit Plans: 1
18 ) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 4
All Resources: 8
Lesson Plans: 2
Classroom Resources: 6
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.4.10]

Reading Standards: Foundational Skills
Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 4
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.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. [RF.4.3a]

Fluency
English Language Arts (2015)
Grade(s): 4
All Resources: 19
Lesson Plans: 1
Classroom Resources: 18
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.21- Read/identify 150 words associated with pictures or tangible objects.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a]

b. Provide reasons that are supported by facts and details. [W.4.1b]

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.22- Compose opinion pieces by stating an opinion, providing reasons related to the opinion, and providing an appropriate conclusion related to the stated opinion.


English Language Arts (2015)
Grade(s): 4
All Resources: 17
Learning Activities: 1
Lesson Plans: 6
Classroom Resources: 9
Unit Plans: 1
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

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. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 4
All Resources: 16
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 10
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: 10
Lesson Plans: 3
Classroom Resources: 7
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

English Language Arts (2015)
Grade(s): 4
All Resources: 9
Classroom Resources: 9
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]

English Language Arts (2015)
Grade(s): 4
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 4
All Resources: 6
Lesson Plans: 2
Classroom Resources: 4
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

English Language Arts (2015)
Grade(s): 4
All Resources: 7
Learning Activities: 2
Classroom Resources: 5
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.29- Identify information that is relevant to a given topic.


English Language Arts (2015)
Grade(s): 4
All Resources: 18
Lesson Plans: 2
Classroom Resources: 16
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

a. Apply Grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]"). [W.4.9a]

b. Apply Grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). [W.4.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.30- Identify evidence from literary or informational texts to support a research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 4
All Resources: 11
Classroom Resources: 11
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 4
All Resources: 15
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 8
Unit Plans: 1
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

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. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

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. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

English Language Arts (2015)
Grade(s): 4
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
Unit Plans: 1
33 ) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.4.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.33- Identify the main idea or details in a text read aloud or presented in other diverse forms of media.


English Language Arts (2015)
Grade(s): 4
All Resources: 1
Lesson Plans: 1
34 ) Identify the reasons and evidence a speaker provides to support particular points. [SL.4.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.34- Ask and answer questions about information provided by a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 4
All Resources: 10
Learning Activities: 2
Lesson Plans: 6
Classroom Resources: 1
Unit Plans: 1
35 ) 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. [SL.4.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.35- Report on a topic or tell a story, including a beginning, middle, and end and including relevant facts or details.


English Language Arts (2015)
Grade(s): 4
All Resources: 0
36 ) 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 Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

English Language Arts (2015)
Grade(s): 4
All Resources: 3
Classroom Resources: 3
37 ) 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 Grade 4 Language standards 38 and 40 for specific expectations.) [SL.4.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 4
All Resources: 7
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 4
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.38- Demonstrate standard English grammar when communicating.
ELA.AAS.4.38a- Demonstrate correct use of nouns and verbs.
ELA.AAS.4.38b- Demonstrate correct use of plural nouns.
ELA.AAS.4.38d- Demonstrate correct use of adjectives.
ELA.AAS.4.38f - Produce complete sentences.


English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.39 - Use punctuation at the end of a sentence.
ELA.AAS.4.39a - Use a capital letter at the beginning of every sentence and at the beginning of every first name.
ELA.AAS.4.39d - Spell and/or identify appropriately chosen words correctly; may consult references as needed.


Knowledge of Language
English Language Arts (2015)
Grade(s): 4
All Resources: 8
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 6
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.4.3]

a. Choose words and phrases to convey ideas precisely.* [L.4.3a]

b. Choose punctuation for effect.* [L.4.3b]

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). [L.4.3c]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 4
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4]

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.41a- Identify the meaning of a word used in context.
ELA.AAS.4.41c- Demonstrate the ability to use dictionaries, glossaries, thesauruses, etc. to find the pronunciation and meaning of key words and phrases.


English Language Arts (2015)
Grade(s): 4
All Resources: 3
Learning Activities: 3
42 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5]

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [L.4.5a]

b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.4.5b]

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [L.4.5c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.42- Demonstrate understanding of simple and/or various forms of figurative language.
ELA.AAS.4.42c- Identify common synonyms and antonyms (e.g., happy-glad, hot-cold).


English Language Arts (2015)
Grade(s): 4
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 5
All Resources: 2
Classroom Resources: 2
1 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.5.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.1- Find in the text and/or answer who, what, why, when, and where questions about a story.


English Language Arts (2015)
Grade(s): 5
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.2- Identify the main idea of a story; identify a problem and its solution in a story; summarize a story.


English Language Arts (2015)
Grade(s): 5
All Resources: 1
Learning Activities: 1
3 ) Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). [RL.5.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.3- Compare and contrast two characters or events in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 5
All Resources: 2
Lesson Plans: 2
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. [RL.5.4]

English Language Arts (2015)
Grade(s): 5
All Resources: 1
Learning Activities: 1
5 ) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [RL.5.5]

English Language Arts (2015)
Grade(s): 5
All Resources: 0
6 ) Describe how a narrator's or speaker's point of view influences how events are described. [RL.5.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.6- Describe how the author's point of view shapes how the events happen.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 5
All Resources: 6
Learning Activities: 2
Classroom Resources: 4
7 ) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). [RL.5.7]

English Language Arts (2015)
Grade(s): 5
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
8 ) Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. [RL.5.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 5
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 5
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
10 ) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.10- Find in the text/or answer who, what, why, when, and where questions to demonstrate understanding of an informational text.


English Language Arts (2015)
Grade(s): 5
All Resources: 2
Classroom Resources: 2
11 ) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.11- Identify the main idea of an informational text; identify the events or details in an informational text; summarize an informational text.


English Language Arts (2015)
Grade(s): 5
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
12 ) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.12- Identify the relationship/connection between two individuals, events, or ideas in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 5
All Resources: 0
13 ) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. [RI.5.4]

English Language Arts (2015)
Grade(s): 5
All Resources: 0
14 ) Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.14- Identify the structure (problem-solution, sequence of events, cause and effect) in a text or part of a text.


English Language Arts (2015)
Grade(s): 5
All Resources: 0
15 ) Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. [RI.5.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.15- Identify the similarities and differences of the same event through various authors' points of view.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 5
All Resources: 6
Lesson Plans: 2
Classroom Resources: 3
Unit Plans: 1
16 ) 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. [RI.5.7]

English Language Arts (2015)
Grade(s): 5
All Resources: 3
Classroom Resources: 3
17 ) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.17- Identify the reasons or evidence that support an idea or point in an informational text.


English Language Arts (2015)
Grade(s): 5
All Resources: 4
Lesson Plans: 1
Classroom Resources: 2
Unit Plans: 1
18 ) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 5
All Resources: 4
Lesson Plans: 2
Classroom Resources: 1
Unit Plans: 1
19 ) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RI.5.10]

Reading Standards: Foundational Skills
Phonics and Word Recognition
English Language Arts (2015)
Grade(s): 5
All Resources: 0
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.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. [RF.5.3a]

Fluency
English Language Arts (2015)
Grade(s): 5
All Resources: 16
Classroom Resources: 16
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]

a. Read on-level text with purpose and understanding. [RF.5.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.21- Read/identify 200 words associated with pictures or tangible objects.


Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 5
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.22- Compose opinion pieces by stating an opinion, providing facts or reasons supporting the opinion, and providing an appropriate conclusion related to the stated opinion.


English Language Arts (2015)
Grade(s): 5
All Resources: 15
Lesson Plans: 5
Classroom Resources: 10
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

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. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 5
All Resources: 11
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 6
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.24- Compose narrative texts by introducing characters or a narrator, organizing events in sequence and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 5
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

English Language Arts (2015)
Grade(s): 5
All Resources: 7
Lesson Plans: 2
Classroom Resources: 5
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

English Language Arts (2015)
Grade(s): 5
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 5
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.28- Identify evidence from more than one text to support a research topic.


English Language Arts (2015)
Grade(s): 5
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

English Language Arts (2015)
Grade(s): 5
All Resources: 11
Classroom Resources: 11
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]

a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]

b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.30- Analyze evidence from literary or informational texts to support a research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 5
All Resources: 3
Classroom Resources: 3
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 5
All Resources: 15
Learning Activities: 2
Classroom Resources: 13
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

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. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

English Language Arts (2015)
Grade(s): 5
All Resources: 5
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 3
33 ) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.33- Identify the main ideas and details in a text read aloud or presented in other diverse forms of media.


English Language Arts (2015)
Grade(s): 5
All Resources: 0
34 ) Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. [SL.5.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.34- Ask and answer questions about the information provided by a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 5
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 1
35 ) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.35- Report on a topic, using a beginning, middle, and end and relevant facts and details; state an opinion about the topic.


English Language Arts (2015)
Grade(s): 5
All Resources: 6
Learning Activities: 2
Lesson Plans: 4
36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

English Language Arts (2015)
Grade(s): 5
All Resources: 0
37 ) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See Grade 5 Language standards 38 and 40 for specific expectations.) [SL.5.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 5
All Resources: 9
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 6
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.38- Demonstrate standard English grammar when communicating.
ELA.AAS.5.38a- Use conjunctions and prepositions correctly in sentences.
ELA.AAS.5.38b- Use correct verb tenses when speaking and/or writing.
ELA.AAS.5.38e- Use conjunctions correctly (i.e., and and or).


English Language Arts (2015)
Grade(s): 5
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 1
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.39- Demonstrate standard English grammar when communicating.
ELA.AAS.5.39a- Use commas correctly in a sentence that contains a series of items.
ELA.AAS.5.39d- Use quotation marks to identify titles of written works.


Knowledge of Language
English Language Arts (2015)
Grade(s): 5
All Resources: 0
40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]

a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. [L.5.3b]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 5
All Resources: 5
Classroom Resources: 5
41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.41- Identify the meaning of a word used in context.
ELA.AAS.5.41c- Use a dictionary or a glossary to find the meaning of a word.


English Language Arts (2015)
Grade(s): 5
All Resources: 3
Learning Activities: 2
Classroom Resources: 1
42 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.5.5]

a. Interpret figurative language, including similes and metaphors, in context. [L.5.5a]

b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.5.5b]

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. [L.5.5c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.42- Demonstrate understanding of simple and/or various forms of figurative language.
ELA.AAS.5.42c- Identify common synonyms and antonyms (e.g., happy-glad, hot-cold).


English Language Arts (2015)
Grade(s): 5
All Resources: 8
Classroom Resources: 8
43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 6
All Resources: 13
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 8
1 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.1- Answer who, what, where, when, and why questions about stories using textual evidence for support.


English Language Arts (2015)
Grade(s): 6
All Resources: 13
Lesson Plans: 1
Classroom Resources: 12
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.2- Identify the theme or main idea of a story; provide a simple summary of a story.


English Language Arts (2015)
Grade(s): 6
All Resources: 8
Learning Activities: 3
Classroom Resources: 5
3 ) Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.3- Identify the plot of a story including exposition, conflicts, rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).


Craft and Structure
English Language Arts (2015)
Grade(s): 6
All Resources: 2
Classroom Resources: 2
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4]

English Language Arts (2015)
Grade(s): 6
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
5 ) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]

English Language Arts (2015)
Grade(s): 6
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
6 ) Explain how an author develops the point of view of the narrator or speaker in a text. [RL.6.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.6- Identify one or more influences that shape an author's point of view.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 6
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
7 ) Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. [RL.6.7]

English Language Arts (2015)
Grade(s): 6
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
8 ) Differentiate among odes, ballads, epic poetry, and science fiction. (Alabama)

English Language Arts (2015)
Grade(s): 6
All Resources: 2
Classroom Resources: 2
9 ) Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 6
All Resources: 15
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 12
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 6
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.11- Answer who, what, where, when, and why questions about informational text, using textual evidence for support.


English Language Arts (2015)
Grade(s): 6
All Resources: 7
Classroom Resources: 7
12 ) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.12- Identify the central idea of an informational text; summarize an informational text.


English Language Arts (2015)
Grade(s): 6
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
13 ) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.13- Identify how individuals, events, or ideas in an informational text are presented (e.g., through examples, sequential order, fact and opinion, fact and details).


Craft and Structure
English Language Arts (2015)
Grade(s): 6
All Resources: 2
Classroom Resources: 2
14 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [RI.6.4]

English Language Arts (2015)
Grade(s): 6
All Resources: 3
Classroom Resources: 3
15 ) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]

English Language Arts (2015)
Grade(s): 6
All Resources: 1
Lesson Plans: 1
16 ) Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. [RI.6.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.16- Identify the author's purpose in an informational text (i.e., to inform, persuade, entertain).


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 6
All Resources: 12
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 8
17 ) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.17- Use information presented in different media or formats (e.g., video, print) to demonstrate understanding of a topic or issue.


English Language Arts (2015)
Grade(s): 6
All Resources: 0
18 ) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [RI.6.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.18- Identify the argument and claim in a text.


English Language Arts (2015)
Grade(s): 6
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
19 ) Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 6
All Resources: 1
Learning Activities: 1
20 ) By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.6.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 6
All Resources: 1
Classroom Resources: 1
21 ) Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]

a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [W.6.1b]

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]

d. Establish and maintain a formal style. [W.6.1d]

e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.21- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 6
All Resources: 8
Lesson Plans: 1
Classroom Resources: 7
22 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]

c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]

e. Establish and maintain a formal style. [W.6.2e]

f. Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.22 - Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.
ELA.AAS.6.22a - Introduce a topic.
ELA.AAS.6.22b - Develop a topic with facts, details, or other information and examples.
ELA.AAS.6.22f - Provide a concluding statement.


English Language Arts (2015)
Grade(s): 6
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
23 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]

a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.6.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.6.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.6.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. [W.6.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.23- Compose narrative texts by introducing characters and/or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 6
All Resources: 7
Learning Activities: 2
Classroom Resources: 5
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]

English Language Arts (2015)
Grade(s): 6
All Resources: 8
Classroom Resources: 8
25 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6.) [W.6.5]

English Language Arts (2015)
Grade(s): 6
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
26 ) Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 6
All Resources: 6
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 2
27 ) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.27- Conduct a short research project and construct a product.


English Language Arts (2015)
Grade(s): 6
All Resources: 0
28 ) Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]

English Language Arts (2015)
Grade(s): 6
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]

a. Apply Grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"). [W.6.9a]

b. Apply Grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"). [W.6.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.29- Draw evidence from a literary or informational text to support a research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 6
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.6.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 6
All Resources: 13
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 9
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]

English Language Arts (2015)
Grade(s): 6
All Resources: 2
Lesson Plans: 2
32 ) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [SL.6.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.32- Ask a question or make an on-topic comment regarding a text read aloud or from other diverse forms of media.


English Language Arts (2015)
Grade(s): 6
All Resources: 0
33 ) Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.33- Identify an argument or claim presented by a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 6
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
34 ) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.34- Present a claim, using a beginning, middle, and end and including relevant facts and details.


English Language Arts (2015)
Grade(s): 6
All Resources: 5
Learning Activities: 2
Classroom Resources: 3
35 ) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]

English Language Arts (2015)
Grade(s): 6
All Resources: 0
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.) [SL.6.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 6
All Resources: 2
Classroom Resources: 2
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.6.1]

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, and with indefinite pronouns as subjects. (Alabama)

b. Ensure that pronouns are in the proper case (subjective, objective, possessive). [L.6.1a]

c. Use intensive pronouns (e.g., myself, ourselves). [L.6.1b]

d. Recognize and correct inappropriate shifts in pronoun number and person.* [L.6.1c]

e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* [L.6.1d]

f. Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* [L.6.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.37- Demonstrate standard English grammar when communicating.
ELA.AAS.6.37a- Use a complete sentence when asking and answering questions.
ELA.AAS.6.37b- Use correct nouns and verbs.
ELA.AAS.6.37c- Use correct pronouns.


English Language Arts (2015)
Grade(s): 6
All Resources: 0
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.6.2]

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive or parenthetical elements.* [L.6.2a]

b. Spell correctly. [L.6.2b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.38- Demonstrate understanding of capitalization, punctuation, and spelling when writing.
ELA.AAS.6.38a- Use a period, a question mark, or an exclamation point correctly.


Knowledge of Language
English Language Arts (2015)
Grade(s): 6
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
39 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]

a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]

b. Maintain consistency in style and tone.* [L.6.3b]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 6
All Resources: 6
Classroom Resources: 6
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). [L.6.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.6.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.40 - Determine the meanings of words.
ELA.AAS.6.40a - Use phrases and context clues to determine the meaning of a word or phrase.
ELA.AAS.6.40c - Use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.6.40d - Verify the meaning of a word or phrase by using a dictionary.


English Language Arts (2015)
Grade(s): 6
All Resources: 1
Lesson Plans: 1
41 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5]

a. Interpret figures of speech (e.g., personification) in context. [L.6.5a]

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. [L.6.5b]

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). [L.6.5c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.41- Identify the meaning of figurative language in context.
ELA.AAS.6.41a- Demonstrate understanding of simple and/or various forms of figurative language.
ELA.AAS.6.41b- Identify the relationship between words.


English Language Arts (2015)
Grade(s): 6
All Resources: 9
Classroom Resources: 9
42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 7
All Resources: 6
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 3
1 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.1- Answer who, what, when, where, and why questions of stories, using textual evidence for support.


English Language Arts (2015)
Grade(s): 7
All Resources: 7
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 5
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.2- Identify the theme or main idea of a story; provide a simple summary for a story.


English Language Arts (2015)
Grade(s): 7
All Resources: 5
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 1
3 ) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.3- Identify the plot of a story including exposition, conflicts/rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).


Craft and Structure
English Language Arts (2015)
Grade(s): 7
All Resources: 0
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4]

English Language Arts (2015)
Grade(s): 7
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
5 ) Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5]

English Language Arts (2015)
Grade(s): 7
All Resources: 1
Lesson Plans: 1
6 ) Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [RL.7.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.6- Identify the point of view of the narrator and other characters within a text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 7
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 1
7 ) Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). [RL.7.7]

English Language Arts (2015)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
8 ) Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. [RL.7.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 7
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
10 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.10- Answer who, what, when, where, and why questions of informational text, using textual evidence as support.


English Language Arts (2015)
Grade(s): 7
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
11 ) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.11- Determine two or more central ideas; provide a summary of the text.


English Language Arts (2015)
Grade(s): 7
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
12 ) Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.12- Identify how individuals, events, or ideas interact in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [RI.7.4]

English Language Arts (2015)
Grade(s): 7
All Resources: 0
14 ) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. [RI.7.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.14- Identify the structure (chronology, comparison, problem and solution) of a text or part of an informational text.


English Language Arts (2015)
Grade(s): 7
All Resources: 0
15 ) Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. [RI.7.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.15- Identify the author's purpose in an informational text (i.e., to inform, persuade, entertain).


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
16 ) Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). [RI.7.7]

English Language Arts (2015)
Grade(s): 7
All Resources: 0
17 ) Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. [RI.7.8]

English Language Arts (2015)
Grade(s): 7
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
18 ) Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. [RI.7.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 7
All Resources: 0
19 ) By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.7.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 7
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.7.1]

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. [W.7.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.7.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. [W.7.1c]

d. Establish and maintain a formal style. [W.7.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.7.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.20- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 7
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
21 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.21- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 7
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.7.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.7.3a]

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.7.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.7.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.7.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.7.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 7
All Resources: 7
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 5
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]

English Language Arts (2015)
Grade(s): 7
All Resources: 8
Classroom Resources: 8
24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-7.) [W.7.5]

English Language Arts (2015)
Grade(s): 7
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
25 ) Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 7
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
26 ) Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]

English Language Arts (2015)
Grade(s): 7
All Resources: 8
Lesson Plans: 1
Classroom Resources: 7
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.7.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.27- Gather and classify information that is relevant to a topic and subtopics; paraphrase data and conclusions.


English Language Arts (2015)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.7.9]

a. Apply Grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). [W.7.9a]

b. Apply Grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). [W.7.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.28- Draw evidence from a literary or informational text to support a research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 7
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.7.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 7
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

English Language Arts (2015)
Grade(s): 7
All Resources: 1
Learning Activities: 1
31 ) Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. [SL.7.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.31- Ask a question or make an on-topic comment regarding a text read aloud or from any other diverse form of media.


English Language Arts (2015)
Grade(s): 7
All Resources: 0
32 ) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. [SL.7.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.32- Ask and answer questions about information provided by a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 7
All Resources: 0
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.7.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.33- Present a claim that includes a beginning, middle, and end, and using relevant facts and details.


English Language Arts (2015)
Grade(s): 7
All Resources: 5
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 1
34 ) Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]

English Language Arts (2015)
Grade(s): 7
All Resources: 0
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.) [SL.7.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 7
All Resources: 5
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 2
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1]

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of phrases and clauses in general and their function in specific sentences. [L.7.1a]

c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [L.7.1b]

d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* [L.7.1c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.36- Demonstrate standard English grammar when communicating.
ELA.AAS.7.36a- Use a complete sentence when asking and answering questions.
ELA.AAS.7.36b- Use conjunctions correctly in sentences.


English Language Arts (2015)
Grade(s): 7
All Resources: 1
Lesson Plans: 1
37 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2]

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). [L.7.2a]

b. Spell correctly. [L.7.2b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.37- Demonstrate understanding of capitalization, punctuation, and spelling when writing.
ELA.AAS.7.37a- Use commas to separate items in a list.


Knowledge of Language
English Language Arts (2015)
Grade(s): 7
All Resources: 1
Lesson Plans: 1
38 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3]

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* [L.7.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 7
All Resources: 3
Classroom Resources: 3
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. [L.7.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.7.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). [L.7.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.7.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.7.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.39 - Determine the meaning of a word or phrase.
ELA.AAS.7.39a - Use context clues to determine the meaning of a word or phrase.
ELA.AAS.7.39b - Identify common affixes and roots as clues to the meaning of a word.
ELA.AAS.7.39c - Demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.7.39d - Verify the meaning of a word or phrase using a dictionary.


English Language Arts (2015)
Grade(s): 7
All Resources: 1
Lesson Plans: 1
40 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.7.5]

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. [L.7.5a]

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. [L.7.5b]

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). [L.7.5c]

English Language Arts (2015)
Grade(s): 7
All Resources: 4
Classroom Resources: 4
41 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.7.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 8
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
1 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument.

NAEP Descriptor::
Recognize story detail related to main action. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)

NAEP Descriptor::
Recognize reason explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Infer character trait from story details to provide description. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 8
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
2 ) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Synthesize across story to provide theme and support with text. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize main reason for character's action. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for character's action in a story. (Locate and Recall)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Recognize paraphrase of story details. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.2- Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.


English Language Arts (2015)
Grade(s): 8
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
3 ) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Support opinion about author's creation of mood in a story. (Critique and Evaluate)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Critique and Evaluate)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific support. (Critique and Evaluate)

NAEP Descriptor::
Evaluate author's craft in literary nonfiction and support opinion.

NAEP Descriptor::
Interpret description to recognize how a story character feels. (Integrate and Interpret)

NAEP Descriptor::
Recognize main purposes of sentences from literary nonfiction text. (Critique and Evaluate)

NAEP Descriptor::
Recognize character's statement and explain with support from the story. (Integrate and Interpret)

NAEP Descriptor::
Infer story character's feelings to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.3- Identify how aspects of a character are revealed through events in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
4 ) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4]


NAEP Framework
Anchor Standard::
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning and analyze how specific word choices shape meaning or tone.
Cognitive Target::
  • Consider text(s) critically to evaluate the role of literary devices in conveying meaning; determine the degree to which literary devices enhance a literary work.
  • Make complex inferences to infer mood or tone, to explain how rhythm, rhyme, or form in poetry contribute to meaning.

NAEP Descriptor::
Recognize literal meaning of figurative language. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of word as used in a story. (Integrate and Interpret)

NAEP Descriptor::
Interpret poetic language to explain idea. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
5 ) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. [RL.8.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
Cognitive Target::
Make complex inferences within and across texts to describe how an author uses literary devices and text features.
NAEP Descriptor::
Infer and explain a lesson common to story and poem.


English Language Arts (2015)
Grade(s): 8
All Resources: 1
Lesson Plans: 1
6 ) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. [RL.8.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to analyze the point of view used by the author.
NAEP Descriptor::
Infer story character's feelings to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Support opinion about author's creation of mood in a story. (Critique and Evaluate)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Critique and Evaluate)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific support. (Critique and Evaluate)

NAEP Descriptor::
Evaluate author's craft in literary nonfiction and support opinion.

NAEP Descriptor::
Interpret description to recognize how a story character feels. (Integrate and Interpret)

NAEP Descriptor::
Recognize main purposes of sentences from literary nonfiction text. (Critique and Evaluate)

NAEP Descriptor::
Recognize character's statement and explain with support from the story. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.6- Describe the different points of view of different characters in a story; analyze how they create suspense or humor.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
7 ) Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. [RL.8.7]


NAEP Framework
Anchor Standard::
Anchor 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Provide relevant example from poem and explain why it supports a description. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 8
All Resources: 4
Learning Activities: 3
Classroom Resources: 1
8 ) Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. [RL.8.9]


NAEP Framework
Anchor Standard::
Anchor Standard 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.
Cognitive Target::
Consider Text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situations.
NAEP Descriptor::
Provide and support an opinion about relation of ideas in story and poem. (Critique and Evaluate)


Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 2
Classroom Resources: 1
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 2
Classroom Resources: 1
10 ) Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Using understanding of an article to explain the title. (Integrate and Interpret)

NAEP Descriptor::
Use examples from article to explain interpretation. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main question answered by article. (Integrate and Interpret)

NAEP Descriptor::
Explain differences using information from the article. (Integrate and Interpret)

NAEP Descriptor::
Recognize implicit message of a paragraph in a persuasive essay. (Integrate and Interpret)

NAEP Descriptor::
Recognize the reason for an action based on explicit details in an expository text. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
11 ) Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. [RI.8.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize main purpose of informational article. (Integrate and Interpret)

NAEP Descriptor::
Recognize supporting idea stated in an article. (Locate and Recall)

NAEP Descriptor::
Recognize the main purpose of chart included in an article. (Critique and Evaluate)

NAEP Descriptor::
Integrate details to provide an explanation. (Integrate and Interpret)

NAEP Descriptor::
Use information from a section of an article to prove an explanation. (Integrate and Interpret)

NAEP Descriptor::
Identify steps in a process. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.11- Identify the central idea of an informational text citing supporting ideas; create a summary to an informational text.


English Language Arts (2015)
Grade(s): 8
All Resources: 0
12 ) Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). [RI.8.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
Identify textually explicit information within and across texts to find evidence in support of an argument.
NAEP Descriptor::
Explain relation between specific paragraph and author's main point. (Integrate and Interpret)

NAEP Descriptor::
Evaluate author's presentation of information and provide specific support from passage. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.12- Identify similarities or differences between individuals, ideas, or events in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 8
All Resources: 1
Classroom Resources: 1
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RI.8.4]


NAEP Framework
Anchor Standard::
Anchor Standards 4: 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.
Cognitive Target::
Consider text(s) critically to evaluate the way the author selects language to influence readers.
NAEP Descriptor::
Recognize meaning of word as used in an informational article. (Integrate and Interpret)

NAEP Descriptor::
Use context of article to recognize meaning of figurative expression. (Integrate and Interpret)

NAEP Descriptor::
Interpret word as used in an informational text. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of a word as used in an article. (Integrate and Interpret)

NAEP Descriptor::
Interpret phrase in context of the article. (Locate and Recall)

NAEP Descriptor::
Recognize meaning of a descriptive word used in an expository passage. (Integrate and Interpret)


English Language Arts (2015)
Grade(s): 8
All Resources: 0
14 ) Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. [RI.8.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
NAEP Descriptor::
Support an opinion about relation of a text feature to information in article. (Critique and Evaluate)

NAEP Descriptor::
Evaluate persuasive effectiveness of text feature. (Critique and Evaluate)

NAEP Descriptor::
Recognize how a sentence is used to appeal to readers in a persuasive text. (Critique and Evaluate)

NAEP Descriptor::
Evaluate purpose of a text feature in relation to article. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.14- Identify the structure (chronology, comparison, problem and solution) of a text or part of an informational text.


English Language Arts (2015)
Grade(s): 8
All Resources: 0
15 ) Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. [RI.8.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to judge author's craft and technique, evaluate the author's perspective or point of view within or across texts.
NAEP Descriptor::
Evaluate author's use of evidence to support an argument. (Critique and Evaluate)

NAEP Descriptor::
Describe author's tone with a supporting example. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize author's underlying assumption about audience. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.15- Identify the author's purpose (i.e., to inform, entertain, persuade) in an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 8
All Resources: 0
16 ) Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. [RI.8.7]


NAEP Framework
Anchor Standard::
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Recognize main purpose of chart included in an article. (Basic, Critique and Evaluate)

NAEP Descriptor::
Explain relationship of photograph to article with reference to both. (Critique and Evaluate)


English Language Arts (2015)
Grade(s): 8
All Resources: 0
17 ) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. [RI.8.8]


NAEP Framework
Anchor Standard::
Anchor Standard 8: 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.
Cognitive Target::
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor::
Explain the relationship between information in two texts. (Integrate and Interpret)

NAEP Descriptor::
Connect ideas across argument text to provide an explanation. (Integrate and Interpret)

NAEP Descriptor::
Evaluate the author's use of evidence to support argument. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.17- Identify the argument and claims in an informational text.


English Language Arts (2015)
Grade(s): 8
All Resources: 0
18 ) Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. [RI.8.9]


NAEP Framework
Anchor Standard::
Anchor Standard 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.
Cognitive Target::
  • Consider text(s) critically to evaluate the author's perspective or point of view within or across texts, take different perspectives in relation to a text, and compare or connect ideas, problems, or situation.
  • Make complex inferences within and across texts to determine the importance of information.

NAEP Descriptor::
Explain the relationship between information in two texts. (Integrate and Interpret)

NAEP Descriptor::
Explain relationship of photograph to article with reference to both. (Critique and Evaluate)

NAEP Descriptor::
Use understanding of article and chart to recognize a text-based inference. (Integrate and Interpret)

NAEP Descriptor::
Compare information across two texts to provide a similarity and a difference. (Integrate and Interpret)

NAEP Descriptor::
Explain relationship between two text types. (Critique and Evaluate)


Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 8
All Resources: 0
19 ) By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 8
All Resources: 5
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 1
20 ) Write arguments to support claims with clear reasons and relevant evidence. [W.8.1]

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. [W.8.1a]

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.8.1b]

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. [W.8.1c]

d. Establish and maintain a formal style. [W.8.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.8.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.20- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
21 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.8.2a]

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. [W.8.2b]

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. [W.8.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.8.2d]

e. Establish and maintain a formal style. [W.8.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.8.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.21- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 8
All Resources: 5
Learning Activities: 2
Classroom Resources: 3
22 ) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.8.3a]

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. [W.8.3b]

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W.8.3c]

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.8.3d]

e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.8.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 8
All Resources: 6
Learning Activities: 2
Classroom Resources: 4
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]

English Language Arts (2015)
Grade(s): 8
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-8.) [W.8.5]

English Language Arts (2015)
Grade(s): 8
All Resources: 2
Learning Activities: 2
25 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.26- Ask and answer questions to conduct research on a topic and produce a product.


English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
27 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

English Language Arts (2015)
Grade(s): 8
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]

a. Apply Grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). [W.8.9a]

b. Apply Grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). [W.8.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.28- Draw evidence from a literary or informational text to support an analysis or research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 8
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 8
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.8.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.8.1a]

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.8.1b]

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. [SL.8.1c]

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. [SL.8.1d]

English Language Arts (2015)
Grade(s): 8
All Resources: 0
31 ) Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. [SL.8.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.31- Compare and/or contrast different types of diverse media (e.g., video, news, commercial, etc.); evaluate the motive of diverse media or information.


English Language Arts (2015)
Grade(s): 8
All Resources: 0
32 ) Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. [SL.8.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.32- Ask and answer questions about information provided by a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 8
All Resources: 0
33 ) Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AA.8.33- Present a claim, which includes a beginning, middle, and end, and use relevant facts and details.


English Language Arts (2015)
Grade(s): 8
All Resources: 1
Learning Activities: 1
34 ) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5]

English Language Arts (2015)
Grade(s): 8
All Resources: 0
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 8 Language standards 36 and 38 for specific expectations.) [SL.8.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 8
All Resources: 5
Classroom Resources: 5
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]

a. Apply rules of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. [L.8.1a]

c. Form and use verbs in the active and passive voice. [L.8.1b]

d. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [L.8.1c]

e. Recognize and correct inappropriate shifts in verb voice and mood.* [L.8.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.36- Demonstrate standard English grammar when communicating.
ELA.AAS.8.36a- Use a complete sentence with appropriate subject-verb agreement when asking and answering questions.


English Language Arts (2015)
Grade(s): 8
All Resources: 0
37 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.8.2]

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. [L.8.2a]

b. Use an ellipsis to indicate an omission. [L.8.2b]

c. Spell correctly. [L.8.2c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.37- Demonstrate understanding of capitalization, punctuation, and spelling when writing.
ELA.AAS.8.37a- Use a period, a question mark, an exclamation point, and commas in a series correctly.


Knowledge of Language
English Language Arts (2015)
Grade(s): 8
All Resources: 0
38 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). [L.8.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 8
All Resources: 2
Classroom Resources: 2
39 ) Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on Grade 8 reading and content, choosing flexibly from a range of strategies. [L.8.4]

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.8.4a]

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). [L.8.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.8.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.8.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.L8.39- Identify reference materials (print/ digital) and their purposes.
ELA.AAS.8.39a- Use context clues to determine the meaning of a word or phrase.
ELA.AAS.8.39c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.8.39d - Verify the meaning of a word using a dictionary.


English Language Arts (2015)
Grade(s): 8
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
40 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5]

a. Interpret figures of speech (e.g. verbal irony, puns) in context. [L.8.5a]

b. Use the relationship between particular words to better understand each of the words. [L.8.5b]

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). [L.8.5c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.40- Determine the meaning of figurative language in context.
ELA.AAS.8.40a- Identify the meaning of a simile or metaphor.
ELA.AAS.8.40b- Identify the relationship between particular words (e.g., part/whole, item/category).


English Language Arts (2015)
Grade(s): 8
All Resources: 3
Classroom Resources: 3
41 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 9
All Resources: 14
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 10
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 9
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.2- Determine a theme or central idea. Identify how the theme develops throughout a text citing specific details; create an objective summary of a story.


English Language Arts (2015)
Grade(s): 9
All Resources: 12
Learning Activities: 4
Lesson Plans: 2
Classroom Resources: 6
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.3- Describe how characters interact and develop in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 9
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

English Language Arts (2015)
Grade(s): 9
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
5 ) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

English Language Arts (2015)
Grade(s): 9
All Resources: 0
6 ) Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. [RL.9-10.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.6- Describe the point of view or cultural experience in a story from world literature.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 9
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
7 ) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). [RL.9-10.7]

English Language Arts (2015)
Grade(s): 9
All Resources: 1
Learning Activities: 1
8 ) Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 9
All Resources: 10
Classroom Resources: 10
9 ) By the end of Grade 9, read and comprehend literature, including stories, dramas, and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.9-10.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 9
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 9
All Resources: 3
Classroom Resources: 3
11 ) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.11- Identify how the main idea develops throughout a text; create an objective summary of an informational text.


English Language Arts (2015)
Grade(s): 9
All Resources: 0
12 ) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.12- Identify how the author develops a series of ideas or events and/or the connections between the ideas or events in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

English Language Arts (2015)
Grade(s): 9
All Resources: 5
Classroom Resources: 5
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.14- Analyze how the author's ideas or claims are developed in an informational text.


English Language Arts (2015)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
15 ) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.15- Identify the author's point of view and purpose in an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 9
All Resources: 1
Learning Activities: 1
16 ) Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]

English Language Arts (2015)
Grade(s): 9
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
17 ) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.17- Identify the argument and/or claims in an informational text; evaluate whether information is true and necessary.


English Language Arts (2015)
Grade(s): 9
All Resources: 0
18 ) Analyze seminal European documents of historical significance (e.g., Magna Carta; English Bill of Rights; The Social Contract, or Principles of Political Right), including how they address related themes and concepts included in United States' documents of historical and literary significance. [RI.9-10.9] (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.18- Identify themes and concepts in a modified or partial European document of historical significance.


Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 9
All Resources: 0
19 ) By the end of Grade 9, read and comprehend literary nonfiction in the Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.9-10.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 9
All Resources: 5
Learning Activities: 2
Classroom Resources: 3
20 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.20- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
21 ) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.9-10.2a]

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.9-10.2b]

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.9-10.2c]

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.9-10.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.21- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 9
All Resources: 5
Lesson Plans: 1
Classroom Resources: 4
22 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.22- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 9
All Resources: 11
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 7
23 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.9-10.4]

English Language Arts (2015)
Grade(s): 9
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
24 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]

English Language Arts (2015)
Grade(s): 9
All Resources: 0
25 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 9
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
26 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.26- Ask and answer questions about a research topic, including the use of two sources.


English Language Arts (2015)
Grade(s): 9
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
27 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]

English Language Arts (2015)
Grade(s): 9
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]

a. Apply Grade 9 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]"). [W.9-10.9a]

b. Apply Grade 9 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). [W.9-10.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.28- Draw evidence from a literary or informational text to support an analysis or research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 9
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 9
All Resources: 5
Classroom Resources: 5
30 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

English Language Arts (2015)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
31 ) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2]

English Language Arts (2015)
Grade(s): 9
All Resources: 0
32 ) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.32- Identify a speaker's point of view; identify evidence used to support the point of view of the speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 9
All Resources: 0
33 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

English Language Arts (2015)
Grade(s): 9
All Resources: 1
Learning Activities: 1
34 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

English Language Arts (2015)
Grade(s): 9
All Resources: 0
35 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 9 Language standards 36 and 38 for specific expectations.) [SL.9-10.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 9
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

a. Apply rules of subject-verb agreement when the subject has compound parts joined by or with the second element as singular or plural. (Alabama)

b. Apply rules of subject-verb agreement with the subjunctive mood. (Alabama)

c. Use parallel structure.* [L.9-10.1a]

d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.36- Demonstrate standard English grammar when communicating.
ELA.AAS.9.36a - Use a complete sentence with appropriate subject-verb agreement when asking and answering questions.
ELA.AAS.9.36b- Use correct subject-verb agreement.


English Language Arts (2015)
Grade(s): 9
All Resources: 0
37 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]

a. Use commas correctly with non-essential appositives. (Alabama)

b. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a]

c. Use a colon to introduce a list or quotation. [L.9-10.2b]

d. Spell correctly. [L.9-10.2c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.37- Demonstrate understanding of capitalization, punctuation, and spelling when writing.
ELA.AAS.9.37a- Use commas in a series correctly.
ELA.AAS.9.37c- Use a colon to introduce a list.


Knowledge of Language
English Language Arts (2015)
Grade(s): 9
All Resources: 0
38 ) 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. [L.9-10.3]

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., Modern Language Association's MLA Handbook, Turabian's A Manual for Writers) appropriate for the discipline and writing type. [L.9-10.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 9 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.9-10.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [L.9-10.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. [L.9-10.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.9-10.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.39- Identify the meaning of an unknown word or phrase.
ELA.AAS.9.39a - Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.9.39c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.9.39d - Verify the meaning of a word using a dictionary.


English Language Arts (2015)
Grade(s): 9
All Resources: 1
Learning Activities: 1
40 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. [L.9-10.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.9-10.5b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.40- Determine the meaning of figurative language in context.
ELA.AAS.9.40a- Identify the meaning of a simile or metaphor used in a text.


English Language Arts (2015)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
41 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 10
All Resources: 8
Lesson Plans: 3
Classroom Resources: 5
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 10
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.2- Determine a theme and identify how the theme develops throughout a text, citing specific details; create an objective summary of a story.


English Language Arts (2015)
Grade(s): 10
All Resources: 10
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 7
3 ) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.3- Describe how characters interact and develop in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 10
All Resources: 0
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]

English Language Arts (2015)
Grade(s): 10
All Resources: 3
Classroom Resources: 3
5 ) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. [RL.9-10.5]

English Language Arts (2015)
Grade(s): 10
All Resources: 1
Learning Activities: 1
6 ) Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.6- Describe the point of view or cultural experience reflected in a work of early American literature to 1900.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 10
All Resources: 3
Classroom Resources: 3
7 ) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). [RL.9-10.7]

English Language Arts (2015)
Grade(s): 10
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
8 ) Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how early American authors draw upon the Bible for religious themes and issues). [RL.9-10.9] (Alabama)

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 10
All Resources: 8
Lesson Plans: 1
Classroom Resources: 7
9 ) By the end of Grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 9-10 text complexity band independently and proficiently. [RL.9-10.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 10
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 10
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
11 ) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.11- Identify how the main idea develops throughout a text; create an objective summary of an informational text.


English Language Arts (2015)
Grade(s): 10
All Resources: 0
12 ) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.12- Identify how the author develops a series of ideas or events and/or the connections between the ideas or events in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.14- Analyze how the author's ideas or claims are developed in an informational text.


English Language Arts (2015)
Grade(s): 10
All Resources: 1
Learning Activities: 1
15 ) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.15- Identify the author's point of view and purpose in an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
16 ) Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]

English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
17 ) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.17- Identify the argument and/or claims in an informational text; evaluate whether information is true and necessary.


English Language Arts (2015)
Grade(s): 10
All Resources: 0
18 ) Analyze seminal United States documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address), including how they address related themes and concepts. [RI.9-10.9]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.18- Identify themes and concepts in a modified or partial United States document of historical significance.


English Language Arts (2015)
Grade(s): 10
All Resources: 2
Learning Activities: 2
19 ) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational United States documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. [RI.11-12.9]

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 10
All Resources: 0
20 ) By the end of Grade 10, read and comprehend literary nonfiction at the high end of the Grades 9-10 text complexity band independently and proficiently. [RI.9-10.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 10
All Resources: 1
Classroom Resources: 1
21 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.21- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 10
All Resources: 1
Classroom Resources: 1
22 ) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2]

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.9-10.2a]

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.9-10.2b]

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.9-10.2c]

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.9-10.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.22- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 10
All Resources: 4
Classroom Resources: 4
23 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.23- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 10
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4]

English Language Arts (2015)
Grade(s): 10
All Resources: 6
Classroom Resources: 6
25 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-10.) [W.9-10.5]

English Language Arts (2015)
Grade(s): 10
All Resources: 1
Lesson Plans: 1
26 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. [W.9-10.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 10
All Resources: 1
Classroom Resources: 1
27 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.27- Ask and answer questions about a research topic, including the use of two sources.


English Language Arts (2015)
Grade(s): 10
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
28 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]

English Language Arts (2015)
Grade(s): 10
All Resources: 1
Lesson Plans: 1
29 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]

a. Apply Grade 10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare"]. [W.9-10.9a]

b. Apply Grade 10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). [W.9-10.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.29- Draw evidence from a literary or informational text to support an analysis or research topic.


Range of Writing
English Language Arts (2015)
Grade(s): 10
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 10
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
32 ) Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2]

English Language Arts (2015)
Grade(s): 10
All Resources: 0
33 ) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.33 - Identify a speaker's point of view; identify evidence used to support the point of view of the speaker; identify what is not true or exaggerated evidence.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 10
All Resources: 0
34 ) Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]

English Language Arts (2015)
Grade(s): 10
All Resources: 1
Learning Activities: 1
35 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5]

English Language Arts (2015)
Grade(s): 10
All Resources: 0
36 ) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 10 Language standards 37 and 39 for specific expectations.) [SL.9-10.6]

Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
English Language Arts (2015)
Grade(s): 10
All Resources: 1
Classroom Resources: 1
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

a. Use parallel structure.* [L.9-10.1a]

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]

c. Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.37- Demonstrate standard English grammar and usage when communicating.
ELA.AAS.10.37c- - Use a complete sentence with appropriate grammar and usage when asking and answering questions.
ELA.AAS.10.37c- Use correct subject-verb agreement.


English Language Arts (2015)
Grade(s): 10
All Resources: 0
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a]

b. Use a colon to introduce a list or quotation. [L.9-10.2b]

c. Spell correctly. [L.9-10.2c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.38- Demonstrate understanding of capitalization, punctuation, and spelling when writing.
ELA.AAS. 10.38a- Use commas correctly
ELA.AAS. 10.38c- Use a colon to introduce a list. ELA.AAS.10.38d- Spell correctly.


Knowledge of Language
English Language Arts (2015)
Grade(s): 10
All Resources: 0
39 ) 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. [L.9-10.3]

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., Modern Language Association's MLA Handbook for Writers of Research Papers, American Psychological Association's Publication Manual of the American Psychological Association) appropriate for the discipline and writing type. [L.9-10.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 10
All Resources: 2
Classroom Resources: 2
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.9-10.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [L.9-10.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. [L.9-10.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.9-10.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.40- Identify the meaning of an unknown word or phrase.
ELA.AAS.10.40a - use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.10.40c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.10.40d - Verify the meaning of a word using a dictionary.


English Language Arts (2015)
Grade(s): 10
All Resources: 1
Lesson Plans: 1
41 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.9-10.5]

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. [L.9-10.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.9-10.5b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.41- Determine the meaning of figurative language in context.
ELA.AAS.10.41a- Identify the meaning of a simile or metaphor used in a text.


English Language Arts (2015)
Grade(s): 10
All Resources: 3
Classroom Resources: 3
42 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 11
All Resources: 10
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 5
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 2
2 ) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.2- Identify how two themes develop throughout a text; create an objective summary of a story.


English Language Arts (2015)
Grade(s): 11
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.3- Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]

English Language Arts (2015)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
5 ) Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.5- Describe how the sequence of events contributes to the tension, mystery, or surprise in a story.


English Language Arts (2015)
Grade(s): 11
All Resources: 3
Learning Activities: 3
6 ) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 11
All Resources: 0
7 ) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.7 - Read or listen to different interpretations of a story, drama, or poem analyzing the various interpretations.


English Language Arts (2015)
Grade(s): 11
All Resources: 5
Learning Activities: 3
Classroom Resources: 2
8 ) Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 11
All Resources: 8
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 5
9 ) By the end of Grade 11, read and comprehend literature, including stories, dramas, and poems, in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.11-12.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 11
All Resources: 8
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 3
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
11 ) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.11- Identify two central ideas of an informational text; create an objective summary of an informational text.


English Language Arts (2015)
Grade(s): 11
All Resources: 1
Lesson Plans: 1
12 ) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.12- Identify the connections between the ideas or events in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

English Language Arts (2015)
Grade(s): 11
All Resources: 0
14 ) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5]

English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
15 ) Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.15- Determine the author's point of view and identify parts of the text that helped explain the point of view.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
16 ) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.16- Identify and use multiple sources of information to answer a question or solve a problem.


English Language Arts (2015)
Grade(s): 11
All Resources: 0
17 ) Analyze seminal United States documents of historical and literary significance (e.g., Roosevelt's "Four Freedoms" speech, King's "Letter from a Birmingham Jail"), including how they address related themes and concepts. [RI.9-10.9] (Alabama)

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 11
All Resources: 0
18 ) By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11-College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.11-12.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 11
All Resources: 3
Classroom Resources: 3
19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.19- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
20 ) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.11-12.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.20- Compose informative or explanatory texts by stating a topic, providing facts or details, providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 11
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
21 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.11-12.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.21- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 11
All Resources: 12
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 8
22 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]

English Language Arts (2015)
Grade(s): 11
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
23 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5]

English Language Arts (2015)
Grade(s): 11
All Resources: 1
Lesson Plans: 1
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 11
All Resources: 6
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 3
25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

English Language Arts (2015)
Grade(s): 11
All Resources: 2
Classroom Resources: 2
26 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.26- Conduct research using two sources and create a product.


English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
27 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]

a. Apply Grade 11 Reading standards to literature (e.g., "Demonstrate knowledge of twentieth- and twenty-first-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a] (Alabama)

b. Apply Grade 11 Reading standards to literary nonfiction (e.g., Analyze seminal United States documents of historical and literary significance [e.g., Roosevelt's "Four Freedoms" speech, King's "Letter from a Birmingham Jail"]), including how they address related themes and concepts. [W.11-12.9b] (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.27- Draw evidence from a literary or informational text to support an analysis or research topic.
ELA.AAS.11.27a- Read works from the twentieth and twenty-first century and determine how two or more texts from the same period treat similar themes or topics.
ELA.AAS.11.27b- Analyze seminal United States documents of historical significance.


Range of Writing
English Language Arts (2015)
Grade(s): 11
All Resources: 8
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 6
28 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 11
All Resources: 10
Learning Activities: 2
Lesson Plans: 3
Classroom Resources: 5
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

English Language Arts (2015)
Grade(s): 11
All Resources: 0
30 ) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL.11-12.2]

English Language Arts (2015)
Grade(s): 11
All Resources: 0
31 ) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. [SL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.31- Identify a speaker's point of view; identify evidence to support the point of view of a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

English Language Arts (2015)
Grade(s): 11
All Resources: 2
Learning Activities: 2
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

English Language Arts (2015)
Grade(s): 11
All Resources: 1
Lesson Plans: 1
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 11 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

Language Standards
Conventions of Standard English
English Language Arts (2015)
Grade(s): 11
All Resources: 0
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.11-12.1]

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [L.11-12.1a]

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. [L.11-12.1b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.35 - Demonstrate standard English grammar when communicating; use a complete sentence with details when asking and answering questions.
ELA.AAS.11.35a - Use a complete sentence with appropriate grammar and usage when asking and answering questions.
ELA.AAS.11.35b - Demonstrate the ability to correctly use references as needed.


English Language Arts (2015)
Grade(s): 11
All Resources: 0
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]

a. Observe hyphenation conventions. [L.11-12.2a]

b. Spell correctly. [L.11-12.2b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.36- Demonstrate command of standard English conventions when communicating; use correct capitalization; use a period, a question mark, an exclamation point, and commas in a series correctly.


Knowledge of Language
English Language Arts (2015)
Grade(s): 11
All Resources: 0
37 ) 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. [L.11-12.3]

a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. [L.11-12.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 11
All Resources: 1
Classroom Resources: 1
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 11 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.11-12.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.38- Identify the meaning of an unknown word or phrase.
ELA.AAS.11.38a - Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.11.38c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.11.38d - Verify the meaning of a word using a dictionary.


English Language Arts (2015)
Grade(s): 11
All Resources: 0
39 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.11-12.5]

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. [L.11-12.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.39- Determine the meaning of figurative language in context.
ELA.AAS.11.39a- Identify the meaning of a simile or metaphor used in a text.


English Language Arts (2015)
Grade(s): 11
All Resources: 0
40 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.11-12.6]

Reading Standards for Literature
Key Ideas and Details
English Language Arts (2015)
Grade(s): 12
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 12
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 2
2 ) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. [RL.11-12.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Extensive)

NAEP Descriptor::
Synthesize poetic details to infer and explain the theme of a poem. (Full Comprehension)

NAEP Descriptor::
Infer and recognize reason for narrator's action in literary description.

NAEP Descriptor::
Synthesize across story to provide them and support with reference to text.

NAEP Descriptor::
Infer and provide thematically related idea base on a story description.

NAEP Descriptor::
Evaluate the effectiveness of plot device used in a short story.

NAEP Descriptor::
Evaluate beginning of story in relation to character and theme with text support.



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.2- Identify how two themes develop throughout a text and analyze how they interact and build on one another; create an objective summary of a story.


English Language Arts (2015)
Grade(s): 12
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
3 ) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.3- Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.


Craft and Structure
English Language Arts (2015)
Grade(s): 12
All Resources: 0
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]


NAEP Framework
Anchor Standard::
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning and analyze how specific word choices shape meaning or tone.
Cognitive Target::
  • Consider text(s) critically to evaluate the role of literary devices in conveying meaning; determine the degree to which literary devices enhance a literary work.
  • Make complex inferences to infer mood or tone, to explain how rhythm, rhyme, or form in poetry contribute to meaning.

NAEP Descriptor::
Interpret quotation and apply to narrator's experience in literary essay. (Full Comprehension)

NAEP Descriptor::
Recognize meaning of word used in a short story.


English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
5 ) Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
Cognitive Target::
Make complex inferences within and across texts to describe how an author uses literary devices and text features.
NAEP Descriptor::
Evaluate beginning of story in relation to character and theme with text support.



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.5- Describe how the sequence of events contributes to the tension, mystery, or surprise in a story.


English Language Arts (2015)
Grade(s): 12
All Resources: 4
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 2
6 ) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]


NAEP Framework
Anchor Standard::
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Target::
Consider text(s) critically to analyze the point of view used by the author.
NAEP Descriptor::
Integrate information to explain a change in story character's perspective.

NAEP Descriptor::
Recognize paraphrase of story character's feelings.

NAEP Descriptor::
Explain author's use of story element to convey character's feeling. (Full Comprehension)

NAEP Descriptor::
Interpret story description to explain character's action.

NAEP Descriptor::
Explain difference between two characters' points of view.

NAEP Descriptor::
Explain author's use of setting to reveal character with support example.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
7 ) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare.) [RL.11-12.7] (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.7- Read or listen to different interpretations of a story, drama, or poem; analyze the various interpretations.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
8 ) Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics. [RL.11-12.9] (Alabama)

Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 12
All Resources: 7
Classroom Resources: 7
9 ) By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RL.11-12.10]

Reading Standards for Informational Text
Key Ideas and Details
English Language Arts (2015)
Grade(s): 12
All Resources: 1
Learning Activities: 1
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]


NAEP Framework
Anchor Standard::
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Cognitive Target::
  • Identify textually explicit information and make simple inference with and across texts, such as: definitions, facts, supporting details.
  • Make complex inferences within and across texts to describe problems and solution or cause and effect, determine unstated assumptions in and argument. Draw conclusions and provide supporting details.
  • Determine fact from opinion.
  • Identify textually explicit information within and across text, such as locating specific information in text or graphics. Make complex references within and across texts, such as draw conclusions and provide supporting information.

NAEP Descriptor::
Provide and explain information from an article. (Critique and Evaluate)

NAEP Descriptor::
Make an inference based on details in a document.

NAEP Descriptor::
Recognize explicitly state reason from argument of article.



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
11 ) Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. [RI.11-12.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
  • Identify textually explicit information within and across text, such as topic sentence or main idea, locate specific information in text or graphics.
  • Make complex references within and across texts, such as summarize major ideas.

NAEP Descriptor::
Recognize detail related to a purpose.

NAEP Descriptor::
Recognize main purpose of argument text.

NAEP Descriptor::
Recognize main purpose of expository text.

NAEP Descriptor::
Recognize supporting idea stated in an expository text. (Advanced)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.11- Identify two central ideas of an informational text and analyze how they interact and build on one another; create an objective summary of an informational text.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
12 ) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. [RI.11-12.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
Identify textually explicit information within and across texts to find evidence in support of an argument.
NAEP Descriptor::
Describe a process with text support. (Integrate and Interpret)

NAEP Descriptor::
Interpret information in expository passage to describe steps in a process. (Integrate and Interpret)

NAEP Descriptor::
Recognize best description of character based on action described in expository passage. (Locate and Recall)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.12- Identify the connections between the ideas or events in an informational text.


Craft and Structure
English Language Arts (2015)
Grade(s): 12
All Resources: 0
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]


NAEP Framework
Anchor Standard::
Anchor Standards 4: 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.
Cognitive Target::
Consider text(s) critically to evaluate the way the author selects language to influence readers.
NAEP Descriptor::
Explain meaning of phrase within the context of an expository paragraph. (Integrate and Interpret)

NAEP Descriptor::
Interpret language use in historical speech to provide two supporting ideas of a statement. (Integrate and Interpret)

NAEP Descriptor::
Recognize meaning of word used in context of a persuasive essay.

NAEP Descriptor::
Explain meaning of a phrase related to main idea of a persuasive essay.

NAEP Descriptor::
Recognize interpretation of a sentence in introduction to historical speech.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
14 ) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. [RI.11-12.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: 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.
NAEP Descriptor::
Evaluate the effectiveness of the document for accomplishing is purpose. (Critique and Evaluate)

NAEP Descriptor::
Explain the effectiveness of an organization feature of a document. (Critique and Evaluate)


English Language Arts (2015)
Grade(s): 12
All Resources: 1
Learning Activities: 1
15 ) Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. [RI.11-12.6]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.15- Identify the author's point of view or purpose in an informational text.


Integration of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 12
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
16 ) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]


NAEP Framework
Anchor Standard::
Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
NAEP Descriptor::
Evaluate the relevance of information across procedural texts. (Full Comprehension)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.16- Identify and use multiple sources of information to answer a question or solve a problem.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
17 ) Delineate and evaluate the reasoning in seminal United States texts, including the application of constitutional principles and use of legal reasoning (e.g., in United States Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). [RI.11-12.8]


NAEP Framework
Anchor Standard::
Anchor Standard 8: 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.
Cognitive Target::
Analyze the presentation of information, evaluate the strength and quality of evidence used by the author to support his or her opinion, determine the quality of counter arguments, judge the coherence, logic or credibility of an argument.
NAEP Descriptor::
Identify and explain potential problems with presentation of information in a document. (Extensive)

NAEP Descriptor::
Support evaluation of effectiveness of expository text with specific reference. (Full Comprehension)

NAEP Descriptor::
Evaluate claims to provide a text-based judgment. (Extensive)


Range of Reading and Level of Text Complexity
English Language Arts (2015)
Grade(s): 12
All Resources: 0
18 ) By the end of Grade 12, read and comprehend literary nonfiction at the high end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. [RI.11-12.10]

Writing Standards
Text Types and Purposes
English Language Arts (2015)
Grade(s): 12
All Resources: 1
Learning Activities: 1
19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.19- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts (2015)
Grade(s): 12
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
20 ) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2]

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.11-12.2a]

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.11-12.2b]

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.11-12.2c]

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. [W.11-12.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.11-12.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.20- Compose informative or explanatory texts by stating a topic, providing facts or details, providing an appropriate conclusion related to the topic.


English Language Arts (2015)
Grade(s): 12
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
21 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.11-12.3]

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.11-12.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.11-12.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W.11-12.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.11-12.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.11-12.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.21- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


Production and Distribution of Writing
English Language Arts (2015)
Grade(s): 12
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
22 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]

English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
23 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.) [W.11-12.5]

English Language Arts (2015)
Grade(s): 12
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

Research to Build and Present Knowledge
English Language Arts (2015)
Grade(s): 12
All Resources: 2
Lesson Plans: 2
25 ) Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

English Language Arts (2015)
Grade(s): 12
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
26 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. [W.11-12.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.26- Conduct research using two sources and create a product.


English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
27 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]

a. Apply Grade 12 Reading standards to literature (e.g., "Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics"). [W.11-12.9a] (Alabama)

b. Apply Grade 12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal United States texts, including the application of constitutional principles and use of legal reasoning [e.g., in United States Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). [W.11-12.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.27- Draw evidence from a literary or informational text to support an analysis or research topic.
ELA.AAS.12.27a- Compare and contrast how similar themes or topics are treated in two texts in British literature from the same period.


Range of Writing
English Language Arts (2015)
Grade(s): 12
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
28 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]

Speaking and Listening Standards
Comprehension and Collaboration
English Language Arts (2015)
Grade(s): 12
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

English Language Arts (2015)
Grade(s): 12
All Resources: 1
Classroom Resources: 1
30 ) Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL.11-12.2]

English Language Arts (2015)
Grade(s): 12
All Resources: 1
Lesson Plans: 1
31 ) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. [SL.11-12.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.31- Identify a speaker's point of view; identify evidence to support the point of view of a speaker.


Presentation of Knowledge and Ideas
English Language Arts (2015)
Grade(s): 12
All Resources: 0
32 ) Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]

English Language Arts (2015)
Grade(s): 12
All Resources: 4
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 1
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

English Language Arts (2015)
Grade(s): 12
All Resources: 0
34 ) Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See Grade 12 Language standards 35 and 37 for specific expectations.) [SL.11-12.6]

Language Standards
Conventions of Standard English
English Language Arts (2015)
Grade(s): 12
All Resources: 0
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.11-12.1]

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [L.11-12.1a]

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. [L.11-12.1b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.35- Demonstrate standard English grammar when communicating; use a complete sentence with details when asking and answering questions.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.11-12.2]

a. Observe hyphenation conventions. [L.11-12.2a]

b. Spell correctly. [L.11-12.2b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.36- Demonstrate command of standard English conventions when communicating; use correct capitalization; use a period, a question mark, an exclamation point, and commas in a series correctly.


Knowledge of Language
English Language Arts (2015)
Grade(s): 12
All Resources: 0
37 ) 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. [L.11-12.3]

a. Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences: Syntax as Style) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. [L.11-12.3a]

Vocabulary Acquisition and Use
English Language Arts (2015)
Grade(s): 12
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.11-12.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.38- Identify the meaning of an unknown word or phrase.
ELA.AAS.12.38a- Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.12.38c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.12.38d - Verify the meaning of a word using a dictionary.


English Language Arts (2015)
Grade(s): 12
All Resources: 0
39 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.11-12.5]

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. [L.11-12.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.39- Determine the meaning of figurative language in context.
ELA.AAS.12.39a- Identify the meaning of a simile or metaphor used in a text.


English Language Arts (2015)
Grade(s): 12
All Resources: 3
Classroom Resources: 3
40 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.11-12.6]