Vermont State Standards for Language Arts:

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

RK.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:

RK.1.1. Recognizing pairs of rhyming words and producing rhymes.

RK.1.2. Blending and segmenting syllables and onset-rimes (e.g., 'cup-cake,' 's-at').

RK.1.3. Isolating phonemes in single-syllable words (e.g., 'tell me the first sound in 'mop' '; 'tell me the last sound in 'mop,' 'tell me the middle sound in 'mop').

RK.2. Grade Level Expectation: Early Reading Skills and Strategies: Concepts of Print: Demonstrates understanding of concepts of print during shared or individual reading by:

RK.2.1. Distinguishing between printed letters and words.

RK.2.2. Following text with finger-pointing (e.g., charts, simple books), demonstrating left-to-right and top-to-bottom directionality.

RK.2.3. Identifying the first and last parts of a word (beginning/end of the word).

RK.2.4. Identifying key parts of a book: front and back, print, illustrations.

RK.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding skills and strategies (leading to automaticity) by:

RK.3.1. Reading approximately 20 high-frequency words, including names, environmental print, sight words (as appropriate to the child's personal and classroom experiences).

RK.3.2. Recognizing and naming all upper- and lowercase letters.

RK.3.3. Identifying the primary sounds represented by most letters (sound-symbol correspondence).

RK.3.4. Demonstrating a basic understanding of how the letters of phonetically regular words, going from left to right, represent their sounds.

RK.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

RK.4.1. Noticing when simple sentences fail to make sense (while listening to a read-aloud or reading a simple text).

RK.4.2. Using pictures, syntax, or repetitive language patterns to help predict upcoming words.

RK.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

RK.5.1. Using strategies to unlock meaning (e.g., activating prior knowledge, using context clues, or asking questions during read-alouds).

RK.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

RK.6.1. Identifying synonyms and antonyms (e.g., 'big/large'; 'hot/ cold') to connect new words to known words.

RK.6.2. Organizing words by category (e.g., sorting pictures or objects into groups).

RK.6.3. Demonstrating knowledge of basic concepts (i.e., common words that describe position in space and time, such as 'over,' 'between,' 'after,' 'behind').

RK.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while listening to literary and informational text.

RK.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one's mind); or making connections (text to self, text to text, and text to world).

RK.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust strategy use for different types of text and purposes during read-alouds by:

RK.8.1. Recognizing problems with understanding and asking questions as needed.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

RK.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts read aloud by:

RK.10.1. Identifying characters in a story.

RK.10.2. Responding to simple questions about a book's content (e.g., 'What did that hungry caterpillar eat?').

RK.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts read-aloud (expository and practical texts) by:

RK.12.1. Obtaining information, using text features such as title and illustrations (e.g., 'From the picture on the cover, what do we think this book will tell us?').

RK.12.2. Using explicitly stated information to answer questions.

RK.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts READ ALOUD, citing evidence where appropriate by:

RK.13.1. Making predictions about what might happen next.

RK.13.2. Identifying physical characteristics or personality traits of main characters.

RK.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read aloud through a variety of means by:

RK.15.1. Comparing stories or other texts to personal experience, prior knowledge, or other books.

RK.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text read-aloud, citing evidence as appropriate by:

RK.16.1. Telling what was learned.

RK.16.2. Making basic inferences or drawing basic conclusions.

VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).

RK.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

RK.17.1. Listening to at least one or two books read aloud every day.

RK.17.2. Rereading' or 'reading-along' - alone, with a partner or an adult - two familiar books, charts, or poems every day.

RK.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

RK.18.1. Reading from or listening to at least three different genres/ kinds of text and a variety of authors (e.g., literary texts: poetry/nursery rhymes, fairy tales, fantasy, realistic fiction; informational: content trade books, children's magazines; and practical/functional texts: lists, signs, labels).

RK.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

RK.19.1. Self-selecting reading materials in line with personal interests.

RK.19.2. Participating in appropriate discussions about text by offering comments related to the text or topic.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

WK.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products. Note: Students at this level will only be prewriting and drafting.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

WK.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

WK.3.1. Using phonemic awareness and letter knowledge to spell independently (phonetic or temporary spelling) and logically represent initial and final consonant sounds.

VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.

WK.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

WK.6.1. Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds).

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

WK.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

WK.10.1. Identifying details/information related to topic or to a given focus (pictures may include labels).

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

WK.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

WK.11.1. Using pictures to create an understandable story line, when given a structure (pictures may include labels).

WK.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

WK.12.1. Identifying/naming character(s).

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

WK.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

WK.5.1. No formal assessment at this grade; classroom assessment should be done in instructional, supported writing.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R1.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:

R1.1.1. Counting syllables in one- to four-syllable words.

R1.1.2. Blending and segmenting phonemes in one-syllable words (e.g., 'f-i-sh,' 'r-u-n').

R1.2. Grade Level Expectation: Early Reading Skills and Strategies: Concepts of Print: Demonstrates understanding of concepts of print during shared or individual reading by:

R1.2.1. Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks).

R1.2.2. Identifying key parts of a book: title, author.

R1.2.3. Demonstrating one-one matching of words spoken to words in print.

R1.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding skills and strategies (leading to automaticity) by:

R1.3.1. Reading grade-appropriate, high-frequency words (including irregularly spelled words, contractions, etc.).

R1.3.2. Identifying sound-symbol correspondences: consonants, two-letter blends (e.g., bl, gr), basic consonant and vowel digraphs (e.g., th, ee, ay), short vowels and long vowels affected by silent e).

R1.3.3. Reading regularly spelled one- and two-syllable words (e.g., 'lot,' 'kitten,' 'doghouse') by using knowledge of sounds and letter patterns (including common endings -s, -ed, -ly, -ing).

R1.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R1.4.1. Monitoring own reading and self-correcting when incorrectly identified or predicted words do not fit with cues provided by the print or the context (e.g., syntax/language structure, semantics/meaning, picture).

R1.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R1.5.1. Using strategies to unlock meaning (e.g., activating prior knowledge, using context clues, or asking questions during read-alouds or text reading).

R1.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

R1.6.1. Identifying synonyms and antonyms to connect new words to known words.

R1.6.2. Describing words in terms of categories (e.g., 'A mallard is a kind of duck'), functions (e.g., 'Scissors are used for cutting'), or features (e.g., 'A rectangle has four sides').

R1.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

R1.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one's mind); or making connections (text to self, text to text, and text to world).

R1.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading or read-alouds by:

R1.8.1. Recognizing problems with understanding, and rereading or asking questions as needed.

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R1.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R1.9.1. Accuracy: reading material appropriate for the end of grade 1 with at least 90-94% accuracy (See Appendix for sample titles.).

R1.9.2. Fluency: reading previously introduced or previously read grade-appropriate text with oral fluency rates of at least 50-80 words correct per minute.

R1.9.3. Fluency: reading grade-appropriate text in a way that makes meaning clear, and demonstrates phrasing, expression, and attention to end punctuation.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R1.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently or in a guided manner) by:

R1.10.1. Identifying characters in a story.

R1.10.2. Retelling the beginning, middle, and end of a story.

R1.10.3. Responding to simple questions about a book's content (e.g., 'Where did Sylvester go?').

R1.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R1.11.1. Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., 'teeny-tiny').

R1.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R1.12.1. Obtaining information, using text features such as title and illustration (e.g., 'From the title, what do we think this book will tell us?').

R1.12.2. Using explicitly stated information to answer questions.

R1.12.3. Distinguishing among a variety of types of text (e.g., informational texts: children's magazines, children's newspapers, lists, simple directions).

R1.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by:

R1.13.1. Making predictions about what might happen next, and telling why the prediction was made.

R1.13.2. Identifying possible motives of characters.

R1.13.3. Identifying relevant physical characteristics or personality traits of main characters.

R1.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read aloud or read independently through a variety of means by:

R1.15.1. Comparing stories or other texts to personal experience, prior knowledge, or other books.

R1.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by:

R1.16.1. Identifying the topic.

R1.16.2. Telling what was learned.

R1.16.3. Making basic inferences or drawing basic conclusions.

R1.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R1.17.1. Reading four or more short books or the equivalent every day.

R1.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R1.18.1. Reading from or listening to at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, realistic fiction; informational: content trade books, children's magazines; and practical/functional texts: classroom schedules, simple directions, lists, labels, invitations).

R1.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R1.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R1.19.2. Participating in appropriate discussions about text by offering comments related to the text, and referring explicitly to the text.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W1.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products. Note: Students at this level will only be prewriting and drafting.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W1.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W1.3.1. Correctly spelling own first name.

W1.3.2. Correctly spelling grade-appropriate, high-frequency words that include phonetically regular words (e.g., 'had,' 'can').

W1.3.3. Using phonemic awareness and letter knowledge to spell independently (using phonetic or temporary spelling when needed).

W1.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W1.6.1. Using prior knowledge or references to text to support a given focus (evidence may take the form of pictures, words, sentences, or some combination).

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W1.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W1.9.1. No formal assessment at this grade; classroom assessment should be done in instructional, supported writing.

W1.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by ?

W1.10.1. Identifying details/information relevant to topic and/or given focus (details/information may take the form of pictures with captions, words, sentences, or some combination).

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W1.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W1.11.1. Creating a clear understandable story line, when given a structure (may take form of words or pictures or some combination).

W1.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W1.12.1. Using details (may be in form of words or pictures).

W1.12.2. Identifying character(s).

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W1.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W1.4.1. Distinguishing between letters, words, and sentences.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R2.1. Grade Level Expectation: Early Reading Skills and Strategies: Phonological Awareness: Applies phonological knowledge and skills by:

R2.1.1. Blending and segmenting phonemes in more complex one syllable words (which may include combinations of blends and digraphs, as in 'th-i-ck,' 't-r-a-sh').

R2.1.2. Deleting phonemes in one-syllable words ('what is 'crust' without the 'c' ?').

R2.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification and decoding skills and strategies by:

R2.3.1. Reading grade-level-appropriate words with automaticity.

R2.3.2. Reading grade-appropriate, high-frequency words (including irregularly spelled words).

R2.3.3. Identifying regularly spelled multisyllabic words (e.g., 'happiness,' 'shower,' 'sunshine'), by using knowledge of sounds, syllable types, or word patterns (including common spellings for consonants and vowel sounds, e.g., 'knot,' 'catch,' 'fl oat,' 'fight'; or common suffixes).

R2.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R2.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues (e.g., pictures).

R2.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R2.5.1. Using strategies to unlock meaning (e.g., using knowledge of word structure, including common base words and suffixes, such as 'thick-est,' 'hope-ful'; or context clues, including illustrations and diagrams; or prior knowledge).

R2.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by:

R2.6.1. Identifying synonyms, antonyms; or categorizing words.

R2.6.2. Describing words in terms of categories, functions, or features.

R2.6.3. Selecting appropriate words to use in context, including words specific to the content of the text.

R2.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

R2.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., headings, parts of the book).

R2.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R2.8.1. Sampling a page of text for readability and interest.

R2.8.2. Recognizing problems with understanding, and rereading or adjusting pace as needed.

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R2.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R2.9.1. Accuracy: reading material appropriate for the end of grade 2 with at least 90-94% accuracy (See Appendix for sample titles.).

R2.9.2. Fluency: reading grade-appropriate text with oral fluency rates of at least 80-100 words correct per minute.

R2.9.3. Fluency: reading grade-appropriate text in a way that makes meaning clear, demonstrating phrasing, expression, and with attention to punctuation (including commas and quotation marks).

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R2.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts by:

R2.10.1. Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text.

R2.10.2. Retelling the key elements of a story.

R2.10.3. Sequencing key events in order.

R2.10.4. Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy).

R2.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R2.11.1. Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., 'When I was young in the mountains?' ), or dialogue.

R2.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R2.12.1. Obtaining information from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations).

R2.12.2. Using explicitly stated information to answer questions.

R2.12.3. Locating and recording information to show understanding when given an organizational format (e.g., a T-chart or Venn diagram).

R2.12.4. Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children's magazines, children's newspapers; and practical/ functional/texts: instructions, book orders, invitations).

R2.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R2.13.1. Making logical predictions.

R2.13.2. Identifying relevant physical characteristics or personality traits of main characters.

R2.13.3. Making basic inferences about problem or solution.

R2.13.4. Identifying possible motives of characters.

R2.13.5. Recognizing explicitly stated causes or effects.

R2.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means by:

R2.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.

R2.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R2.16.1. Connecting information within a text.

R2.16.2. Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas).

R2.16.3. Making basic inferences or drawing basic conclusions.

R2.16.4. Making inferences about causes or effects, when signal words are present.

R2.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R2.17.1. Reading one or two books, medium-long chapters, or the equivalent every day.

R2.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R2.18.1. Reading from at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction; informational: beginning dictionaries, glossaries, children's magazines, content trade books, children's newspapers; and practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders).

R2.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R2.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R2.19.2. Participating in appropriate discussions about text by offering comments and supporting evidence, and recommending books and other materials.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W2.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W2.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W2.2.1. Using capital letters for the beginning of sentences and names.

W2.2.2. Using correct end punctuation in simple sentences (e.g., period).

W2.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W2.3.1. Correctly spelling grade-appropriate, high-frequency words.

W2.3.2. Correctly spelling past tense (three sounds for -ed) and plural endings (-s and -es), with no alterations required, on common vocabulary.

W2.3.3. Giving a readable and accurate phonetic spelling for words that have not been taught.

W2.3.4. Representing each sound heard in a word with a feature of print.

W2.3.5. Correctly spelling phonetically regular words with short vowels, consonant digraphs and blends, silent e words.

W2.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W2.6.1. Using references to text to support a given focus.

W2.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W2.7.1. Organizing ideas by using a beginning, middle, and concluding statement/sentence, given a structure.

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W2.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:

W2.8.1. Using a given organizational structure (e.g., template, frame, graphic organizer).

W2.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W2.9.1. Restating a given focus/controlling idea on a topic (purpose).

W2.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W2.10.1. Including details/information relevant to topic and/or given focus.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W2.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W2.11.1. Creating a clear understandable story line, with a beginning, middle, and end, when given a structure.

W2.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W2.12.1. Using details.

W2.12.2. Identifying character(s).

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W2.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W2.13.1. Listing steps in a logical order.

W2.13.2. Providing a list of materials to be used, if appropriate.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W2.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W2.18.1. Establishing a clear topic.

W2.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W2.19.1. Using simple images and forms to describe.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W2.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W2.4.1. Distinguishing between letters, words, and sentences.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R3.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R3.3.1. Reading grade-level-appropriate words with automaticity.

R3.3.2. Identifying multisyllabic words (e.g., 'pretending,' 'discussion'), by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., 'bought').

R3.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R3.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues.

R3.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R3.5.1. Using strategies to unlock meaning (e.g., using knowledge of word structure, including prefixes/suffixes and base words, such as 'un-covered'; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge).

R3.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R3.6.1. Identifying synonyms, antonyms, homonyms/homophones; or categorizing words.

R3.6.2. Describing words in terms of categories, functions, or features.

R3.6.3. Selecting appropriate words to use in context, including content-specific vocabulary (e.g., 'predator/prey'), or words with multiple meanings).

R3.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R3.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book).

R3.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R3.8.1. Sampling a page of text for readability and interest.

R3.8.2. Previewing text selections.

R3.8.3. Stopping to reread, adjust pace and use other strategies as needed (e.g., making connections, subvocalizing).

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R3.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R3.9.1. Accuracy: reading material appropriate for grade 3 with at least 90-94% accuracy (See Appendix for sample titles.).

R3.9.2. Fluency: reading with oral fluency rates of at least 90-120 words correct per minute.

R3.9.3. Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R3.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts by:

R3.10.1. Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text.

R3.10.2. Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text.

R3.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, tall tales, or realistic fiction).

R3.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R3.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description.

R3.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R3.12.1. Obtaining information from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations).

R3.12.2. Using information from the text to answer questions related to explicitly stated central/main ideas or details.

R3.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping).

R3.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children's magazines, content trade books, textbooks, children's newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations).

R3.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R3.13.1. Making logical predictions.

R3.13.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits.

R3.13.3. Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships).

R3.13.4. Identifying the author's basic message.

R3.13.5. Identifying possible motives of characters.

R3.13.6. Recognizing explicitly stated causes or effects.

R3.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means by:

R3.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.

R3.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R3.16.1. Connecting information within a text.

R3.16.2. Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas).

R3.16.3. Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant.

R3.16.4. Distinguishing fact from opinion.

R3.16.5. Making inferences about causes or effects.

R3.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R3.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R3.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R3.18.1. Reading from at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, tall tales, realistic fiction; informational: dictionaries, glossaries, textbooks, children's magazines, children's newspapers, content trade books; and practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders).

R3.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R3.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R3.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R3.19.2. Participating in appropriate discussions about text by offering comments and supporting evidence, and recommending books and other materials.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W3.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W3.2.1. Using capital letters for the beginning of sentences and names.

W3.2.2. Writing contractions with an apostrophe and common abbreviations with a period.

W3.2.3. Using end punctuation correctly in simple sentences (e.g., period, question mark, exclamation point).

W3.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W3.3.1. Identifying words that might be misspelled.

W3.3.2. Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling.

W3.3.3. Representing common syllable patterns and affixes within multisyllabic words.

W3.3.4. Correctly spelling common homophones (e.g., 'be/bee'; 'there/ their/they're'; 'sail/sale').

W3.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W3.5.1. Setting context using author, title, and one reference to what text is about.

W3.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts.

W3.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W3.6.1. Stating a focus (purpose), when responding to a given question.

W3.6.2. Using prior knowledge, details, or references to text to support focus.

W3.6.3. Making inferences about content, events, characters, or setting.

W3.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W3.7.1. Organizing ideas, using basic transition words, and having a concluding statement/sentence (organization).

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W3.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:

W3.8.1. Grouping ideas into a beginning, middle, and end.

W3.8.2. Using basic transition words.

W3.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W3.9.1. Establishing a topic (purpose).

W3.9.2. Stating a focus/controlling idea (purpose) on a topic.

W3.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W3.10.1. Including details/information relating to topic.

W3.10.2. Including details/information relevant to focus.

W3.10.3. Including details for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W3.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W3.11.1. Creating a clear, understandable story line with a beginning, middle, and end.

W3.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W3.12.1. Using details.

W3.12.2. Identifying characters.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W3.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W3.13.1. Providing a purpose for the procedure with clear directions.

W3.13.2. Using numbering or words to arrange the steps in a logical manner.

W3.13.3. Using relevant vocabulary.

W3.13.4. Providing a list of materials to be used, if appropriate.

W3.13.5. Providing a concluding statement.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W3.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W3.17.1. Using details to establish place, time, and situation (purpose).

W3.17.2. Establishing focus, when responding to a given question or idea.

W3.17.3. Showing evidence of individual voice and exhibiting techniques for reflecting on thoughts or feelings: questioning or comparing.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W3.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W3.18.1. Establishing a clear topic or focus (purpose).

W3.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W3.19.1. Using simple visual images to describe.

W3.19.2. Using simple poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W3.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W3.4.1. Writing a variety of complete simple sentences.

W3.4.2. Recognizing complete sentences.

W3.4.3. Recognizing indentations for new paragraphs.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R4.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R4.3.1. Identifying multisyllabic words by using knowledge of sounds, six syllable types/syllable division, or word patterns (including prefixes, and suffixes).

R4.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R4.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues.

R4.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R4.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge).

R4.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R4.6.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning.

R4.6.2. Describing words in terms of categories, functions, or features.

R4.6.3. Selecting appropriate words to use in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.

R4.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R4.7.1. Examples of reading-comprehension strategies might include using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification).

R4.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R4.8.1. Sampling a page of text for readability and interest.

R4.8.2. Previewing text selections.

R4.8.3. Stopping to reread, adjust pace, and use other strategies as needed.

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R4.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R4.9.1. Accuracy: reading material appropriate for grade 4 with 90-94% accuracy (See Appendix for sample titles.).

R4.9.2. Fluency: reading with oral fluency rates of at least 115-140 words correct per minute (Students' rates of reading will and should vary in response to text difficulty, purpose of reading, and other factors.) (See Appendix for suggested rates.).

R4.9.3. Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:

R4.10.1. Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time.

R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.

R4.10.3. Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction).

R4.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R4.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue.

R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R4.12.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations).

R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.

R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).

R4.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: encyclopedias, children's magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations).

R4.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R4.13.1. Making logical predictions.

R4.13.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits.

R4.13.3. Making inferences about problem, conflict, or solution.

R4.13.4. Identifying who is telling the story.

R4.13.5. Identifying author's message or theme.

R4.13.6. Identifying causes or effects, including possible motives of characters.

R4.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means and through:

R4.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.

R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R4.16.1. Connecting information within a text or across texts.

R4.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

R4.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant.

R4.16.4. Distinguishing fact from opinion.

R4.16.5. Making inferences about causes or effects.

R4.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R4.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R4.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R4.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction; informational: dictionaries, glossaries, encyclopedias, children's magazines, student newspapers, content trade books, textbooks; and practical/functional texts: procedures, instructions, book orders, announcements, invitations).

R4.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R4.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R4.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R4.19.2. Participating in appropriate and focused discussions about text by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W4.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W4.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W4.2.1. Identifying grammatical errors, when given examples.

W4.2.2. Applying basic capitalization rules.

W4.2.3. Using commas correctly in dates and in a series (Note: Either form is correct - x, y, and z or x, y and z).

W4.2.4. Using end punctuation correctly in a variety of sentence structures.

W4.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W4.3.1. Applying spelling knowledge in proofreading and editing of writing.

W4.3.2. Correctly spelling grade-appropriate, high-frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system.

W4.3.3. Using within-word patterns and common syllable patterns to correct spelling (e.g., common and less frequent vowel teams (e.g., eigh, au, aw, ea for short e, r-controlled syllables, consonant-le syllables, vowel-consonant-silent e, and open syllables with multisyllabic words).

W4.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W4.5.1. Selecting appropriate information to set background/context.

W4.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts.

W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:

W4.6.1. Stating and maintaining a focus (purpose) when responding to a given question.

W4.6.2. Using specific details and references to text to support focus.

W4.6.3. Making inferences about content, events, characters, setting, or common themes.

W4.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W4.7.1. Organizing ideas, using transition words/phrases, and writing a conclusion.

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W4.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:

W4.8.1. Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments).

W4.8.2. Writing an introduction that sets the context (including materials list in procedures).

W4.8.3. Using transition words or phrases.

W4.8.4. Writing a conclusion.

W4.8.5. Listing sources at end of a report, if appropriate.

W4.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W4.9.1. Establishing a topic (purpose).

W4.9.2. Stating and maintaining a focus/controlling idea on a topic.

W4.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W4.10.1. Including facts and details relevant to focus/controlling idea.

W4.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W4.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W4.11.1. Creating a clear, understandable story line with a beginning, middle, and end.

W4.11.2. Establishing a problem and solution.

W4.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W4.12.1. Using relevant and descriptive details.

W4.12.2. Identifying characters.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W4.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W4.13.1. Providing a purpose for the procedure with clear directions and explanations.

W4.13.2. Using numbering, words, or phrases to arrange the steps in a logical manner W-4-6-3.

W4.13.3. Using details that help the reader understand the process.

W4.13.4. Providing a list of materials to be used, if appropriate.

W4.13.5. Providing a conclusion.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W4.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W4.17.1. Using details to establish place, time, and situation (purpose).

W4.17.2. Establishing focus, when responding to a given question or idea.

W4.17.3. Showing evidence of individual voice and exhibiting techniques for reflecting on thoughts or feelings: questioning, comparing, or connecting.

W4.17.4. Having coherent organization.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W4.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W4.18.1. Establishing a clear topic or focus (purpose).

W4.18.2. Writing poems that express feeling.

W4.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W4.19.1. Using sensory details and multisensory images.

W4.19.2. Using simple poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W4.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W4.4.1. Writing a variety of simple complete simple and compound sentences.

W4.4.2. Using the paragraph form: indenting, main idea, supporting details.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R5.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R5.3.1. Identifying multisyllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns (including prefixes and suffixes).

R5.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R5.4.1. Predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/language structure, semantics/meaning, or other context cues.

R5.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R5.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge).

R5.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R5.6.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning.

R5.6.2. Describing words in terms of categories, functions, or features.

R5.6.3. Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.

R5.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R5.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, logical/sequential).

R5.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R5.8.1. Sampling a page of text for readability and interest.

R5.8.2. Previewing text selections.

R5.8.3. Stopping to reread, adjust pace, and use other strategies as needed.

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R5.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R5.9.1. Accuracy: reading material appropriate for grade 5 with 90-94% accuracy (See Appendix for sample titles.).

R5.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading (See Appendix for suggested rates.).

R5.9.3. Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R5.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:

R5.10.1. Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time.

R5.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.

R5.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries).

R5.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R5.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors.

R5.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R5.12.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations).

R5.12.2. Using information from the text to answer questions related to main/central ideas or key details.

R5.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting).

R5.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, encyclopedias, children's magazines, content trade books, textbooks, student newspapers, Internet Web sites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus).

R5.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R5.13.1. Making logical predictions.

R5.13.2. Describing characters' physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters' personality traits or their changes over time.

R5.13.3. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development).

R5.13.4. Identifying the narrator.

R5.13.5. Identifying author's message or theme (implied or stated, as in a fable).

R5.13.6. Identifying causes or effects, including possible motives of characters.

R5.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:

R5.14.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works.

R5.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:

R5.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.

R5.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R5.16.1. Connecting information within a text or across texts.

R5.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

R5.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant.

R5.16.4. Distinguishing fact from opinion.

R5.16.5. Making inferences about causes or effects.

R5.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R5.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R5.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R5.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries; informational: biography, reports, encyclopedias, children's magazines, student newspapers, content trade books, Internet Web sites; and practical/ functional texts: procedures, instructions, menus, recipes, announcements, invitations).

R5.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R5.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R5.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R5.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W5.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W5.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W5.2.1. Identifying or correcting grammatical errors.

W5.2.2. Applying basic capitalization rules.

W5.2.3. Using punctuation to clarify meaning.

W5.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W5.3.1. Applying spelling knowledge in proofreading and editing of writing.

W5.3.2. Correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllable division, morpheme, and affix spelling patterns/rules to new situations.

W5.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W5.5.1. Selecting appropriate information to set context/background.

W5.5.2. Summarizing key ideas.

W5.5.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts.

W5.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W5.6.1. Stating and maintaining a focus (purpose) when responding to a given question.

W5.6.2. Using specific details and references to text or citations to support focus.

W5.6.3. Making inferences about the content, events, characters, setting, or common themes.

W5.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W5.7.1. Organizing ideas using transition words/phrases and writing a conclusion that provides closure.

W5.7.2. Addressing the reader's possible questions.

W5.7.3. Using appropriate voice and tone (word choice, sentences with embedded phrases and clauses).

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W5.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:

W5.8.1. Using an organizational text structure appropriate to focus/ controlling idea.

W5.8.2. Selecting appropriate information to set the context.

W5.8.3. Using transition words or phrases appropriate to organizing text structure.

W5.8.4. Writing a conclusion that provides closure.

W5.8.5. Obtaining information from more than one source, when appropriate.

W5.8.6. Listing sources at end of a report, if appropriate.

W5.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W5.9.1. Stating and maintaining a focus/controlling idea (purpose) on a topic.

W5.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W5.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.

W5.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W5.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W5.11.1. Creating a clear and coherent (logically consistent) story line.

W5.11.2. Using transition words/phrases to establish clear chronology and enhance meaning.

W5.11.3. Establishing context (setting or background information), problem/conflict/challenge, and resolution.

W5.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W5.12.1. Using relevant and descriptive details to advance the story line.

W5.12.2. Using dialogue to advance action.

W5.12.3. Developing characters through description.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W5.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W5.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.

W5.13.2. Using transition words or phrases (e.g., numbering, ordering) to arrange the steps in a logical manner.

W5.13.3. Using details and examples that help the reader understand the process and excluding extraneous information.

W5.13.4. Providing a list of materials, if appropriate.

W5.13.5. Providing a conclusion.

W5.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:

W5.14.1. Using a format that is easy to follow.

VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.

W5.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:

W5.15.1. Restating the issue or problem and stating a clear position (purpose).

W5.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:

W5.16.1. Providing appropriate facts and details.

W5.16.2. Addressing the reader's potential concerns or counterarguments.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W5.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W5.17.1. Using concrete details to establish context (purpose).

W5.17.2. Establishing or evolving focus.

W5.17.3. Showing evidence of individual voice and exhibiting a variety of techniques for reflecting on thoughts or feelings: questioning, comparing, or connecting.

W5.17.4. Having coherent organization.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W5.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W5.18.1. Establishing a clear topic or focus (purpose) and voice for audience.

W5.18.2. Writing poems that express feeling.

W5.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W5.19.1. Selecting vocabulary according to purpose or for effect on audience.

W5.19.2. Using rhyme or repetition.

W5.19.3. Using a variety of poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W5.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W5.4.1. Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses).

W5.4.2. Using the paragraph form: indenting, main idea, supporting details.

W5.4.3. Recognizing organizational text structures within paragraphs.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R6.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R6.3.1. Identifying multisyllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns (including prefixes and suffixes).

R6.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R6.4.1. Demonstrating the use of syntax/language structure, semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.

R6.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R6.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).

R6.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R6.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, or simple analogies.

R6.6.2. Describing words in terms of categories, functions, or features.

R6.6.3. Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.

R6.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R6.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, logical/sequential).

R6.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R6.8.1. Sampling a page of text for readability and interest.

R6.8.2. Previewing, skimming, and scanning text selections.

R6.8.3. Stopping to reread, adjust pace, and use other strategies as needed.

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R6.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R6.9.1. Accuracy: reading material appropriate for grade 6 with 90-94% accuracy (See Appendix for sample titles.).

R6.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (See Appendix for suggested rates.).

R6.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R6.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:

R6.10.1. Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time.

R6.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.

R6.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths).

R6.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R6.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, or repetition.

R6.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R6.12.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations).

R6.12.2. Using information from the text to answer questions related to main/central ideas or key details.

R6.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting).

R6.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, content trade books, textbooks, newspapers, public documents and discourse, Internet Web sites, biographies, autobiographies, essays, articles, thesauruses; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets).

R6.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R6.13.1. Explaining or supporting logical predictions (e.g., providing evidence from text to explain why something is likely to happen next).

R6.13.2. Describing characters' traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time.

R6.13.3. Making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/ fate), or the relationship among elements within text (e.g., how the historical era influences the characters' actions or thinking).

R6.13.4. Explaining how the narrator's point of view affects the reader's interpretation.

R6.13.5. Identifying author's message or theme.

R6.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:

R6.14.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, or suspense) to analyze literary works.

R6.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:

R6.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.

R6.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R6.16.1. Connecting information within a text or across texts.

R6.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

R6.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant.

R6.16.4. Distinguishing fact from opinion, and identifying possible bias/propaganda.

R6.16.5. Making inferences about causes or effects.

R6.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R6.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R6.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R6.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, science fiction, mysteries, legends, myths; informational: thesaurus, biography, autobiography, reports, magazines, newspapers, Internet Web sites, public documents and discourse, essays, articles, textbooks; and practical/ functional texts: procedures, instructions, menus, recipes, announcements, invitations, advertisements, pamphlets).

R6.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R6.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R6.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R6.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W6.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W6.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W6.2.1. Applying rules of standard English usage to correct grammatical errors.

W6.2.2. Applying basic capitalization rules.

W6.2.3. Using punctuation to clarify meaning.

W6.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W6.3.1. Independently applying spelling knowledge in proofreading and editing of writing.

W6.3.2. Correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllable division, morpheme, and affix spelling patterns/rules to new situations.

W6.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'report,' 'imported,' 'transportation,' 'portable').

W6.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W6.5.1. Selecting appropriate information to set context/background.

W6.5.2. Summarizing key ideas.

W6.5.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts.

W6.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W6.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.

W6.6.2. Using specific details and references to text or relevant citations to support focus or judgment.

W6.6.3. Making inferences about the relationship(s) among content, events, characters, setting, or common themes.

W6.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W6.7.1. Organizing ideas using transition words/phrases and writing a conclusion that provides closure.

W6.7.2. Addressing the reader's possible questions.

W6.7.3. Using effective voice and tone (word choice, sentences with embedded phrases and clauses).

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W6.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:

W6.8.1. Using an organizational text structure appropriate to focus/ controlling idea.

W6.8.2. Selecting appropriate information to set context, which may include a lead/hook.

W6.8.3. Using transition words or phrases appropriate to organizational text structure.

W6.8.4. Writing a conclusion that provides closure.

W6.8.5. Obtaining information from multiple locations or sources when appropriate.

W6.8.6. Listing sources at end of a report, if appropriate.

W6.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W6.9.1. Stating and maintaining a focus/controlling idea (purpose) on a topic.

W6.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W6.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.

W6.10.2. Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual images.

W6.10.3. Addressing readers' concerns (e.g., providing context).

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W6.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W6.11.1. Creating a clear and coherent (logically consistent) story line.

W6.11.2. Using transition words/phrases to establish clear chronology and enhance meaning.

W6.11.3. Establishing context, problem/conflict/challenge, and resolution, and maintaining point of view (1st person, 3rd person, or omniscient).

W6.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W6.12.1. Using relevant and descriptive details and sensory language to advance the story line.

W6.12.2. Using dialogue to advance action.

W6.12.3. Developing characters through description, speech and actions.

W6.12.4. Using voice appropriate to purpose.

W6.12.5. Maintaining focus.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W6.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W6.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.

W6.13.2. Using a variety of transitions to arrange the steps in a logical manner.

W6.13.3. Using details and examples to help the reader understand and visualize the process.

W6.13.4. Providing a list of specific materials, if appropriate.

W6.13.5. Providing a conclusion that advances the reader's understanding or appreciation of the process.

W6.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:

W6.14.1. Addressing problems that might arise for the reader (e.g., potential problems, safety).

W6.14.2. Creating a format that is easy to follow.

VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.

W6.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:

W6.15.1. Restating the issue or problem and stating a clear position (purpose).

W6.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:

W6.16.1. Providing and elaborating on with appropriate facts and details.

W6.16.2. Addressing the reader's potential concerns or counterarguments.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W6.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W6.17.1. Using concrete details and sensory language to establish context (purpose).

W6.17.2. Establishing or evolving focus.

W6.17.3. Showing evidence of individual voice and exhibiting a variety of techniques for reflecting on thoughts or feelings: questioning, comparing, or connecting.

W6.17.4. Having coherent organization.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W6.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W6.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).

W6.18.3. Writing poems that express feeling or thought.

W6.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W6.19.1. Selecting vocabulary according to purpose or for effect on audience.

W6.19.2. Using rhyme, rhythm, repetition, or figurative language.

W6.19.3. Using a variety of poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W6.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W6.4.1. Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses).

W6.4.2. Using the paragraph form: indenting, main idea, supporting details.

W6.4.3. Recognizing organizational text structures within paragraphs.

W6.4.4. Using a format and text structure appropriate to the purpose of the writing.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R7.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R7.3.1. Identifying multisyllabic words by using knowledge of sounds, syllables, and derivational roots (Greek, Latin, Anglo-Saxon).

R7.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R7.4.1. Demonstrating the use of syntax/language structure, semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.

R7.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R7.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).

R7.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R7.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies.

R7.6.2. Describing words in terms of categories, functions, or features.

R7.6.3. Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.

R7.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R7.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text- based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, logical/sequential).

R7.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R7.8.1. Using a range of self-monitoring and self-correction approaches (e.g., previewing, rereading, adjusting rate, subvocalizing, consulting resources, questioning, flexible note taking/mapping systems, skimming, scanning, etc.).

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R7.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R7.9.1. Accuracy: reading material appropriate for grade 7 with at least 90-94% accuracy (See Appendix for sample titles.).

R7.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (See Appendix for suggested rates.).

R7.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R7.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:

R7.10.1. Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action.

R7.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.

R7.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories).

R7.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R7.11.1. Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, or personification.

R7.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R7.12.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations).

R7.12.2. Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details.

R7.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting).

R7.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, textbooks, newspapers, public documents and discourse, technical manuals, Internet Web sites, biographies, autobiographies, essays, articles, thesauruses; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets).

R7.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R7.13.1. Explaining or supporting logical predictions.

R7.13.2. Describing characters' traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time.

R7.13.3. Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text.

R7.13.4. Explaining how the narrator's point of view affects the reader's interpretation.

R7.13.5. Explaining how the author's message or theme is supported within the text.

R7.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:

R7.14.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, repetition, flashback foreshadowing, or personification) to analyze literary works.

R7.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:

R7.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.

R7.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R7.16.1. Explaining connections about information within a text, across texts, or to related ideas.

R7.16.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

R7.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant.

R7.16.4. Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts.

R7.16.5. Making inferences about causes or effects.

R7.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R7.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R7.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R7.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, science fiction, mysteries, legends, myths, short stories; informational: thesaurus, biography, autobiography, reports, magazines, newspapers, Internet Web sites, public documents and discourse, essays, articles, textbooks, technical manuals; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets).

R7.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R7.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R7.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R7.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W7.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

W7.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W7.2.1. Applying rules of standard English usage to correct grammatical errors.

W7.2.2. Applying capitalization rules.

W7.2.3. Applying appropriate punctuation to various sentence patterns to enhance meaning.

W7.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W7.3.1. Independently applying spelling knowledge in proofreading and editing of writing.

W7.3.2. Correctly spelling grade-appropriate, high-frequency words and applying conventional spelling patterns/rules.

W7.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'structure,' 'construction,' 'instruct,' 'destruction').

W7.3.4. Recognizing spelling-meaning connections.

W7.3.5. Applying conventional spelling patterns/rules to new situations.

W7.3.6. Using resources to correct spelling.

W7.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W7.5.1. Selecting and summarizing key ideas to set context.

W7.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas.

W7.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W7.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.

W7.6.2. Using specific details and references to text or relevant citations to support focus or judgment.

W7.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.

W7.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W7.7.1. Organizing ideas using transition words/phrases and writing a conclusion that provides closure.

W7.7.2. Addressing the reader's possible questions.

W7.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W7.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:

W7.8.1. Using an organizational text structure appropriate to focus/ controlling idea.

W7.8.2. Selecting appropriate information to set context, which may include a lead/hook.

W7.8.3. Using transition words or phrases appropriate to organizational text structure.

W7.8.4. Writing a conclusion that provides closure.

W7.8.5. Obtaining information from multiple locations or sources when appropriate.

W7.8.6. Listing and citing sources, using accepted form, if appropriate.

W7.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W7.9.1. Stating and maintaining a focus/controlling idea.

W7.9.2. Writing with a sense of audience, when appropriate.

W7.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W7.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.

W7.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images.

W7.10.3. Addressing readers' concerns (including providing context).

W7.10.4. Commenting on the significance of the information, when appropriate.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W7.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W7.11.1. Creating a clear and coherent (logically consistent) story line.

W7.11.2. Using a variety of effective transitional devices (e.g., ellipses, time transitions, white space, words/phrases) to enhance meaning.

W7.11.3. Establishing context, character motivation, problem/conflict/ challenge, and resolution, and maintaining point of view.

W7.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W7.12.1. Using relevant and descriptive details and sensory language to advance the story line.

W7.12.2. Using dialogue to advance action.

W7.12.3. Developing characters through description, speech and actions.

W7.12.4. Using voice appropriate to purpose.

W7.12.5. Maintaining focus.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W7.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W7.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.

W7.13.2. Using a variety of transitions to arrange the steps in a logical manner.

W7.13.3. Using details and examples to help the reader understand and visualize the process.

W7.13.4. Providing a list of specific materials, if appropriate.

W7.13.5. Providing a conclusion that advances the reader's understanding or appreciation of the process.

W7.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:

W7.14.1. Addressing problems that might arise for the reader.

W7.14.2. Creating a format that is easy to follow.

VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.

W7.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:

W7.15.1. Setting the context and restating the problem, taking audience into account, as needed.

W7.15.2. Stating a clear position on the problem or issue (purpose).

W7.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:

W7.16.1. Arranging supporting evidence persuasively.

W7.16.2. Providing and elaborating on with convincing and appropriate facts and details.

W7.16.3. Addressing the reader's potential concerns or counterarguments.

W7.16.4. Writing a conclusion that provides closure.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W7.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W7.17.1. Using concrete details and sensory language to establish context (purpose).

W7.17.2. Establishing or evolving focus.

W7.17.3. Establishing individual voice and using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting, or interpreting the experience.

W7.17.4. Having coherent organization through a natural progression of ideas.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W7.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W7.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).

W7.18.2. Writing poems that express mood, thought, or feeling.

W7.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W7.19.1. Selecting vocabulary according to purpose or for effect on audience.

W7.19.2. Using rhyme, rhythm, or figurative language.

W7.19.3. Using a variety of poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W7.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W7.4.1. Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses).

W7.4.2. Using the paragraph form: indenting, main idea, supporting details.

W7.4.3. Recognizing organizational structures within paragraphs or within texts.

W7.4.4. Using a format and text structure appropriate to the purpose of the writing.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

R8.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R8.3.1. Identifying multisyllabic words by using knowledge of sounds, syllables, and derivational roots (Greek, Latin, Anglo-Saxon).

R8.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

R8.4.1. Demonstrating the use of syntax/language structure (e.g., passive voice, pronoun referents), semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.

R8.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

R8.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; context clues; other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).

R8.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R8.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, or word origins, including words from other languages that have been adopted into our language).

R8.6.2. Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary.

R8.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

R8.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support).

R8.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

R8.8.1. Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.).

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

R8.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:

R8.9.1. Accuracy: reading material appropriate for grade 8 with at least 90-94% accuracy (See Appendix for sample titles.).

R8.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (See Appendix for suggested rates.).

R8.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

R8.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:

R8.10.1. Identifying, describing, or making logical predictions about character, setting, problem/solution, or plots/subplots, as appropriate to text; identifying any significant changes in character or setting over time; identifying rising action, climax, or falling action.

R8.10.2. Paraphrasing or summarizing, with major events sequenced, as appropriate to text.

R8.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas]).

R8.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:

R8.11.1. Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, repetition, personification, or hyperbole.

R8.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:

R8.12.1. Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings).

R8.12.2. Using information from the text to answer questions or to state the central idea or provide supporting details.

R8.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).

R8.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, textbooks, newspapers, public documents and discourse, technical manuals, Internet Web sites, biographies, autobiographies, essays, articles, thesauruses; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets, schedules).

R8.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R8.13.1. Explaining or supporting logical predictions.

R8.13.2. Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.

R8.13.3. Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among subplots).

R8.13.4. Explaining how the narrator's point of view affects the reader's interpretation.

R8.13.5. Explaining how the author's message or theme (which may include universal themes) is supported within the text.

R8.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:

R8.14.1. Demonstrating knowledge of use of author's style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works.

R8.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded personal response to what is read through a variety of means and through:

R8.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.

R8.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

R8.16.1. Explaining connections about information within a text, across texts, or to related ideas.

R8.16.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

R8.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.

R8.16.4. Distinguishing fact from opinion, identifying possible bias/ propaganda or conflicting information within or across texts.

R8.16.5. Evaluating the accuracy of information presented in text.

R8.16.6. Making inferences about causes or effects.

R8.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

R8.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

R8.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

R8.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, science fiction, mysteries, short stories, legends, myths, epics (poems, novels, dramas); informational: biography, autobiography, reports, magazines, newspapers, Internet Web sites, public documents and discourse, essays, articles, textbooks, technical manuals; and practical/ functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets, schedules).

R8.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.

R8.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

R8.19.1. Self-selecting reading materials in line with reading ability and personal interests.

R8.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

W8.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics..

W8.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

W8.2.1. Applying rules of standard English usage to correct grammatical errors.

W8.2.2. Applying capitalization rules.

W8.2.3. Applying appropriate punctuation rules to various sentence patterns to enhance meaning (e.g., hyphens, dashes, brackets).

W8.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

W8.3.1. Independently applying spelling knowledge in proofreading and editing of writing.

W8.3.2. Correctly spelling grade-appropriate, high-frequency words, including homonyms, homophones, and homographs.

W8.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'inspire,' 'respiration,' 'conspire,' 'perspire').

W8.3.4. Recognizing spelling-meaning connections.

W8.3.5. Applying conventional and word-derivative spelling patterns/ rules, including syllable division, stressed/unstressed syllable (schwa) vowel patterns.

W8.3.6. Using resources to correct spelling.

W8.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W8.5.1. Selecting and summarizing key ideas to set context.

W8.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas.

W8.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

W8.6.1. Stating and maintaining a focus (purpose), a firm judgment, or a point of view when responding to a given question.

W8.6.2. Using specific details and references to text or relevant citations to support focus or judgment.

W8.6.3. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft.

W8.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

W8.7.1. Organizing ideas using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrating a connection to the broader world of ideas).

W8.7.2. Addressing the reader's possible questions.

W8.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader, if appropriate.

W8.7.4. Excluding loosely related or extraneous information.

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

W8.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:

W8.8.1. Using an organizational text structure appropriate to focus/ controlling idea.

W8.8.2. Selecting appropriate information to set context, which may include a lead/hook.

W8.8.3. Using transition words or phrases appropriate to organizational text structure.

W8.8.4. Drawing a conclusion by synthesizing information from the report (i.e., 'aha!' 'so what?').

W8.8.5. Obtaining information from multiple locations or sources when appropriate.

W8.8.6. Listing and citing sources, using accepted format, if appropriate.

W8.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

W8.9.1. Stating and maintaining a focus/controlling idea/thesis (purpose).

W8.9.2. Writing with a sense of audience, if appropriate.

W8.9.3. Establishing an authoritative stance, when appropriate.

W8.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

W8.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.

W8.10.2. Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual images.

W8.10.3. Addressing readers' concerns.

W8.10.4. Commenting on the significance of the information, when appropriate.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

W8.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

W8.11.1. Creating a clear and coherent (logically consistent) story line.

W8.11.2. Using a variety of effective transitional devices to enhance meaning.

W8.11.3. Establishing context, character motivation, problem/conflict/ challenge, and resolution, and maintaining point of view.

W8.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

W8.12.1. Creating images, using relevant and descriptive details and sensory language to advance the story line (purpose).

W8.12.2. Using dialogue to advance action.

W8.12.3. Developing characters through description, speech and actions, and relationships with other characters, when appropriate.

W8.12.4. Using voice appropriate to purpose.

W8.12.5. Maintaining focus.

W8.12.6. Controlling the pace of the story.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

W8.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

W8.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.

W8.13.2. Using a variety of transitions to arrange the steps in a logical manner.

W8.13.3. Using details and examples to help the reader understand and visualize the process.

W8.13.4. Providing a list of specific materials, if appropriate.

W8.13.5. Providing a conclusion that advances the reader's understanding or appreciation of the process.

W8.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:

W8.14.1. Addressing problems that might arise for the reader.

W8.14.2. Creating a format that is easy to follow.

VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.

W8.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:

W8.15.1. Establishing necessary context, taking audience into account, as needed.

W8.15.2. Stating and maintaining a clear position on the problem or issue (purpose).

W8.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:

W8.16.1. Arranging supporting evidence persuasively.

W8.16.2. Providing and elaborating on with convincing and appropriate facts and details.

W8.16.3. Addressing the reader's potential concerns or counterarguments.

W8.16.4. Drawing a conclusion by synthesizing the persuasive argument.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

W8.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

W8.17.1. Using concrete details and sensory language to establish context (purpose).

W8.17.2. Establishing or evolving focus.

W8.17.3. Establishing individual voice.

W8.17.4. Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting, interpreting the experience, analyzing, or using figurative language.

W8.17.5. Having coherent organization through a natural progression of ideas.

W8.17.6. Leaving reader with something to think about.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

W8.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

W8.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).

W8.18.2. Writing poems that express mood, thought, or feeling.

W8.18.3. Choosing conventional or alternative text structures to achieve impact.

W8.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

W8.19.1. Selecting vocabulary according to purpose or for effect on audience.

W8.19.2. Using rhyme, rhythm, or figurative language.

W8.19.3. Selecting and manipulating words, phrases, or clauses, for their shades of meaning and impact.

W8.19.4. Using a variety of poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

W8.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

W8.4.1. Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses).

W8.4.2. Using the paragraph form: indenting, main idea, supporting details.

W8.4.3. Identifying organizational structures within paragraphs or within texts.

W8.4.4. Using a format and text structure appropriate to the purpose of the writing.

VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.

RHS.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

RHS.3.1. Identifying multisyllabic words by using knowledge of sounds, syllables, derivational roots and affixes, including foreign language derivations.

RHS.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:

RHS.4.1. Demonstrating the use of syntax/language structure (e.g., passive voice, pronoun referents), semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.

RHS.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:

RHS.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, common roots, or word origins; context clues; other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).

RHS.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

RHS.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, literary allusions, or word origins, including words from dialects and other languages that have been adopted into English.

RHS.6.2. Selecting appropriate words or explaining the use of words in context, including connotation and denotation; or use of precise or technical vocabulary, including content-specific vocabulary; or use of words with multiple meanings.

RHS.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.

RHS.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information (e.g., vocabulary, structure, evidence, expository structure, format, use of language, arguments used); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support).

RHS.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:

RHS.8.1. Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.).

VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.

RHS.9. Grade Level Expectation: Accuracy and Fluency: Reads material appropriate to high school with:

RHS.9.1. Accuracy: reading material appropriate for high school with at least 90-94% accuracy (See Appendix for sample titles.).

RHS.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading..

RHS.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.

VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.

RHS.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:

RHS.10.1. Identifying, describing, or making logical predictions about character, setting, problem/solution, or plot/subplots; identifying any significant changes in character over time; identifying where action rises and falls; identifying protagonist or antagonist.

RHS.10.2. Paraphrasing or summarizing, with major events sequenced, as appropriate to text.

RHS.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas], adventure myths, comedies, tragedies, satires, parodies).

RHS.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary text by:

RHS.11.1. Identifying literary devices as appropriate to genre: rhyme schemes, dialogue, imagery, metaphors, personification, hyperbole, symbolism, foreshadowing, or soliloquy.

RHS.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts 12 (expository and practical texts) by:

RHS.12.1. Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings).

RHS.12.2. Using information from the text to answer questions or to state the central idea or provide supporting key details.

RHS.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).

RHS.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, textbooks, newspapers, public documents /discourse, technical manuals, biographies, autobiographies, essays, articles, editorials, primary source historical documents, periodicals, job-related materials, speeches, online reading; and practical/functional: schedules, procedures, instructions, announcements, invitations, advertisements, pamphlets, schedules, memos).

RHS.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, 13 citing evidence where appropriate by:

RHS.13.1. Explaining and supporting logical predictions.

RHS.13.2. Analyzing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.

RHS.13.3. Making inferences about cause/effect, internal and/or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction between characters and evolving plots).

RHS.13.4. Explaining how the narrator's point of view or style affects the reader's interpretation.

RHS.13.5. Determining how the author's purpose (e.g., to entertain, inform, persuade), message/theme, or underlying beliefs are supported within the text.

RHS.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:

RHS.14.1. Demonstrating knowledge of use of author's style or use of literary elements and devices (i.e., imagery, repetition, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, rhyme scheme, soliloquy, dialogue, or use of punctuation) to analyze literary works.

RHS.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded 15 personal response to what is read through a variety of means and through:

RHS.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.

RHS.15.2. Making thematic connections between literary or other texts and the broader world of ideas.

RHS.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:

RHS.16.1. Explaining connections about information within a text, across texts, or to related ideas.

RHS.16.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).

RHS.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.

RHS.16.4. Evaluating the clarity and accuracy of information (e.g., author's bias, use of persuasive strategies, consistency, effectiveness of organizational pattern, logic of arguments, expertise of author, propaganda techniques, authenticity, appeal to friendly or hostile audience, or faulty modes of persuasion).

RHS.16.5. Making inferences about causes or effects.

RHS.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:

RHS.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.

RHS.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:

RHS.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fantasy, fables, realistic fiction, folktales, myths, historical fiction, science fiction, mysteries, short stories, legends, adventure myths, epics, comedy, tragedy, satires, parodies; informational: biography, autobiography, reports, newspapers, Internet Web sites, public documents and discourse, essays, articles, editorials, political cartoons, textbooks, technical manuals, primary source historical documents, periodicals, job-related materials, speeches, online reading; and practical/functional texts: schedules, procedures, pamphlets, announcements, memos, invitations).

RHS.18.2. Reading at least the equivalent of four books by an author, about a subject, on one theme, or in one genre.

RHS.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:

RHS.19.1. Self-selecting reading materials in line with reading ability and personal interests.

RHS.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.

VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

WHS.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.

VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

WHS.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:

WHS.2.1. Applying rules of standard English usage to correct grammatical errors.

WHS.2.2. Applying capitalization rules.

WHS.2.3. Applying appropriate punctuation rules to various sentence patterns.

WHS.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:

WHS.3.1. Independently applying spelling knowledge in proofreading and editing of writing.

WHS.3.2. Applying conventional and word-derivative spelling patterns/ rules, to new situations, including syllable division, stressed/ unstressed syllables, and correct spelling of content-area vocabulary.

WHS.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'hydroplane,' 'hydrometer,' 'dehydrated'; or 'transfer,' 'inference,' 'conference,' 'deferred,' 'refer').

WHS.3.4. Using a variety of resources to correct spelling.

WHS.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

WHS.5.1. Selecting key ideas to set context appropriate to audience.

WHS.5.2. Making thematic connections between texts, prior knowledge, or the broader world of ideas.

WHS.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:

WHS.6.1. Establishing an interpretative claim in the form of a focus/thesis statement when given a prompt.

WHS.6.2. Using specific details and references to text or specific citations to support interpretative claims.

WHS.6.3. Supporting interpretative claims with references to critical sources about text.

WHS.6.4. Interpreting the author's decisions regarding elements of the text.

WHS.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:

WHS.7.1. Organizing ideas so that the reader can easily follow the writer's line of thinking, using effective transitions, and drawing a conclusion by synthesizing information.

WHS.7.2. Addressing readers' possible questions.

WHS.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader.

WHS.7.4. Excluding loosely related or extraneous information.

VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.

WHS.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:

WHS.8.1. Using an organizational text structure appropriate to focus/ controlling idea.

WHS.8.2. Selecting appropriate information to set context throughout the report; may include a lead/hook.

WHS.8.3. Using transition words or phrases appropriate to organizational text structure.

WHS.8.4. Drawing a conclusion by synthesizing information from report and relating it to broader ideas/concepts.

WHS.8.5. Obtaining information from multiple locations or sources when appropriate.

WHS.8.6. Listing and citing sources, using accepted format, if appropriate.

WHS.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:

WHS.9.1. Stating and maintaining a focus/controlling idea/thesis (purpose).

WHS.9.2. Writing with a sense of audience, if appropriate.

WHS.9.3. Establishing an authoritative stance, when appropriate.

WHS.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:

WHS.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.

WHS.10.2. Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual images.

WHS.10.3. Addressing readers' concerns.

WHS.10.4. Commenting on the significance of the information throughout the report.

VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.

WHS.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:

WHS.11.1. Engaging readers by creating context relevant to central idea and/or tension.

WHS.11.2. Creating a clear and coherent (logically consistent) story line.

WHS.11.3. Using a variety of techniques to dramatize events.

WHS.11.4. Establishing character motivation, problem/conflict/challenge, and resolution, and maintaining point of view.

WHS.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:

WHS.12.1. Creating images, using relevant and descriptive details and sensory language to advance the story line (purpose).

WHS.12.2. Using dialogue to advance action.

WHS.12.3. Developing characters through description, speech and actions, and relationships with other characters, when appropriate.

WHS.12.4. Using voice appropriate to purpose.

WHS.12.5. Maintaining focus or theme.

WHS.12.6. Controlling the pace of the story.

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.

WHS.13 Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:

WHS.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.

WHS.13.2. Using and defining specific technical vocabulary, appropriate to audience and purpose.

WHS.13.3. Using a variety of transitions to arrange the steps in a logical manner.

WHS.13.4. Using details and examples to help the reader understand and visualize the process.

WHS.13.5. Providing a list of specific materials/equipment, if appropriate.

WHS.13.6. Providing a conclusion that advances the reader's understanding or appreciation of the process.

WHS.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:

WHS.14.1. Addressing problems that might arise for the reader.

WHS.14.2. Creating a format that is easy to follow.

WHS.14.3. Using a variety of strategies and technology to ensure the procedure is user-friendly.

VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.

WHS.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:

WHS.15.1. Establishing necessary context, taking audience into account, as needed.

WHS.15.2. Stating and maintaining a clear position on the problem or issue (purpose).

WHS.15.3. Taking an authoritative stance.

WHS.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:

WHS.16.1. Providing a hook.

WHS.16.2. Arranging supporting evidence persuasively with effective use of transitional words and phrases.

WHS.16.3. Providing convincing and relevant arguments and/or reasons.

WHS.16.4. Using a range of strategies to elaborate and persuade.

WHS.16.5. Addressing the reader's potential concerns or counterarguments.

WHS.16.6. Writing an effective conclusion.

VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.

WHS.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:

WHS.17.1. Using concrete details and sensory language to establish context/occasion (purpose).

WHS.17.2. Establishing or evolving focus/purpose.

WHS.17.3. Establishing individual, thoughtful voice and style.

WHS.17.4. Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting, interpreting the experience, analyzing, or using figurative language.

WHS.17.5. Having coherent organization through a natural progression of ideas.

WHS.17.6. Leaving reader with something to think about.

VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).

VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.

WHS.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:

WHS.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).

WHS.18.2. Writing poems that express mood, thought, or feeling.

WHS.18.3. Choosing conventional or alternative text structures to achieve impact.

WHS.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:

WHS.19.1. Selecting vocabulary according to purpose or for effect on audience.

WHS.19.2. Using rhyme, rhythm, literary elements, or figurative language.

WHS.19.3. Selecting and manipulating words, phrases, or clauses, for their shades of meaning and impact.

WHS.19.4. Using a variety of poetic forms.

VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.

VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.

VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).

WHS.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:

WHS.4.1. Writing a variety of correct sentences, using embedded phrases and clauses.

WHS.4.2. Using the paragraph form: indenting, main idea, supporting details.

WHS.4.3. Identifying organizational structures within paragraphs or within texts.

WHS.4.4. Using a format and text structure appropriate to the purpose of the writing.