E01.A Literature Text E01.A-K.1—Key Ideas and Details (Anchor)• E01.A-K.1.1 (Descriptor)

• Demonstrate understanding of key ideas and details in literature.

Eligible ContentE01.A-K.1.1.1• Ask and answer questions about key details

in a text. E01.A-K.1.1.2• Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

E01.A-K.1.1.3• Describe characters, settings, and major

events in a story, using key details.

Next Grade Level Eligible ContentE02.A-K.1.1.1• Ask and answer questions such as who, what,

where, when, why, and how to demonstrate understanding of key details in a text.

E02.A-K.1.1.2• Recount stories and determine their central

message, lesson, or moral. E02.A-K.1.1.3• Describe how characters in a story respond to

major events and challenges.

E01.A Literature E01.A-C.2—Craft and Structure (Anchor)• E01.A-C.2.1 (Descriptor)

• Demonstrate understanding of craft and structure in literature.

Eligible ContentE01.A-C.2.1.1• Identify who is telling the story at various

points in a text.

Next Grade Level Eligible ContentE02.A-C.2.1.1• Acknowledge differences in the points of

views of characters, including by speaking in a different voice for each character when reading dialogue aloud.

E01.A Literature TextE01.A-C.3—Integration of Knowledge and Ideas (Anchor)• E01.A-C.3.1 (Descriptor)

• Demonstrate understanding of connections between, and/or among texts.

Eligible ContentE01.A-C.3.1.1• Compare and contrast the adventures and

experiences of characters in stories.Note• “Stories” means narration of events told

through the text types of stories, dramas, or poems.

Next Grade Level Eligible ContentE02.A-C.3.1.1• Compare and contrast two or more versions

of the same story by different authors or from different cultures.

Note• “Stories” means narration of events told

through the text types of stories, dramas, or poems.

E01.A Literature TextE01.A-V.4—Vocabulary Acquisition and Use (Anchor)• E01.A.V.4.1 (Descriptor)

• Demonstrate understanding of vocabulary and figurative language in literature.

Eligible ContentE01.A.V.4.1.1• Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on grade-level reading and content.

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

b. Use frequently occurring affixes as a clue to the meaning of a word.

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

Next Grade Level Eligible ContentE01.A.4.1.1• Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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

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

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

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

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

E01.A Literature TextE01.A-V.4—Vocabulary Acquisition and Use (Anchor)• E01.A.V.4.1 (Descriptor)

• Demonstrate understanding of vocabulary and figurative language in literature.Eligible ContentE01.A.V.4.1.2• With guidance and support from adults,

demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

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

Next Grade Level Eligible ContentE02.A.4.1.2• Demonstrate understanding of word

relationships and nuances in word meanings. a. Identify real-life connections between

words and their use (e.g., describe foods that are spicy or juicy).

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

E01.B Informational TextE01.B-K.1—Key Ideas and Details• E01.B-K.1.1 (Descriptor)

• Demonstrate understanding of key ideas and details in informational texts.

Eligible ContentE01.B-K.1.1.1• Ask and answer questions about key details

in a text.

E1.B-K.1.1.2• Identify the main idea and retell key details

of text

E1.B-K.1.1.3• Describe the connection between two

individuals, events, ideas, or pieces of information in a text.

Next Grade Level Eligible ContentE02.B-K.1.1.1• Ask and answer questions such as who, what,

where, when, why, and how to demonstrate understanding of key details in a text

E02.B-K.1.1.2• Identify the main idea of a multi-paragraph

text as well as the focus of specific paragraphs within the text.

E02.B-K.1.1.3• Describe the connection between a series of

events, concepts, or steps in a procedure within a text.

E01.B Informational TextE01.B-C.2—Craft and Structure (Anchor)• E01.B-C.2.1 (Descriptor)

• Demonstrate understanding of craft and structure in informational texts.

Eligible ContentE1.B-C.2.1.1• No Point of View StandardE1.B-C.2.1.2• Use various text features and search tools to

locate key facts or information in a text.

Next Grade Level Eligible ContentE2.B-C.2.1.1• No Point of View StandardE2.B-C.2.1.2• Use various text features and search tools to

locate key facts or information in a text efficiently.

E01.B Informational TextE01.B-C.3—Integration of Knowledge and Ideas (Anchor)• E01.B-C.3.1 (Descriptor)

• Demonstrate understanding of connections within, between, and/or among informational texts.

Eligible ContentE01.B-C.3.1.1• Identify the reasons an author gives to

support points in a text.

E01.B-C.3.1.2• Identify basic similarities in and differences

between two texts on the same topic. (in illustrations, descriptions, or procedures)

E01.B-C.3.1.3• Use the illustrations and details in a text to

describe its key ideas.

Next Grade Level Eligible ContentE02.B-C.3.1.1• Describe how reasons support specific points

the author makes in a text. E02.B-C.3.1.2• Compare and contrast the most important

points presented by two texts on the same topic.

E02.B-C.3.1.3• Explain how graphic representations

contribute to and clarify a text.

E01.B Informational TextE01.B-V.4—Vocabulary acquisition and Use (Anchor)• E01.B-V.4.1

• Demonstrate understanding of vocabulary and figurative language in informational texts.Eligible ContentE01.B-V.4.1.1• Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on grade-level reading and content

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

b. Use frequently occurring affixes as a clue to the meaning of a word.

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

Next Grade Level Eligible ContentE02.B-V.4.1.1• Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

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

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

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

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

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

E01.B Informational TextE01.B-V.4—Vocabulary acquisition and Use (Anchor)• E01.B-V.4.1

• Demonstrate understanding of vocabulary and figurative language in informational texts.Eligible ContentE01.B-V.4.1.2• With guidance and support from adults,

demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

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

Next Grade Level Eligible ContentE02.B-V.4.1.2• Demonstrate understanding of word

relationships and nuances in word meanings. a. Identify real-life connections between

words and their use (e.g., describe foods that are spicy or juicy).

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

E01.C WritingE01.C.1—Text Types and Purposes; Opinion Writing (Anchor)• E01.C.1.1

• Write opinion pieces on topics or texts, supporting a point of view with reasons.

Eligible ContentE01.C.1.1.1• Form an opinion by choosing among given

topics. E01.C.1.1.2• Support the opinion with reasons related to

the opinion.E01.C.1.1.3• Create an organizational structure that

includes reasons.E01.C.1.1.4• Provide some sense of closure.

Next Grade Level Eligible ContentE02.C.1.1.1• Identify the topic and state an opinion. E02.C.1.1.2• Support the opinion with reasons that

include details connected to the opinion. E02.C.1.1.3• Create an organizational structure that

includes reasons E01.C.1.1.4• Include a concluding statement.

E01.C WritingE01.C.1—Text Types and Purposes; Informative/Explanatory Writing (Anchor)• E01.C.1.2

• Write informative/explanatory texts to examine a topic and convey ideas and information.

Eligible ContentE01.C.1.1.1• Identify and write about one specific topic.

E01.C.1.1.2• Develop the topic with two or more facts

E01.C.1.2.3• Group information.

E01.C.1.2.4• Provide some sense of closure.

Next Grade Level Eligible Content E02.C.1.1.1• Identify and introduce the topic.

E01.C.1.1.2• Develop the topic with facts and/or

definitions.

E01.C.1.2.3• Group information

E01.C.1.2.4• Provide a concluding statement or section.

E01.C WritingE01.C.1—Text Type and Purposes; Narrative Writing (Anchor)E01.C.1.3• Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

Eligible ContentE01.C.1.3.1• Establish who and what the narrative will be

about. E01.C.1.3.2• Include thoughts and feelings to describe

experiences and events.E01.C.1.3.3• Recount two or more appropriately

sequenced events using temporal words to signal event order

E01.C.1.3.4• Provide some sense of closure.

Next Grade Level Eligible ContentE02.C.1.3.1Establish a situation and introduce a narrator and/or characters. E02.C.1.3.2• Include thoughts and feelings to describe

experiences and events to show the response of characters to situations.

E02.C.1.3.3• Organize a short sequence of events, using

temporal words to signal event order. E02.C.1.3.4• Provide a sense of closure.

E01.D LanguageE01.D.1—Conventions of Standard English (Anchor)E01.D.1.1 (Descriptor)• Demonstrate command of the conventions of standard English grammar and usage.

Eligible ContentE01.D.1.1.1• Print all upper- and lowercase letters. E01.D.1.1.2• Use common, proper, and possessive nouns. E01.D.1.1.3• Use singular and plural nouns with matching verbs in basic

sentences (e.g., He hops; We hop). E01.D.1.1.4• Use personal, possessive, and indefinite pronouns (e.g., I, me,

my; they, them, their; anyone, everything). E01.D.1.1.5• Use verbs to convey a sense of past, present, and future (e.g.,

Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

E01.D.1.1.6• Use frequently occurring adjectives. E01.D.1.1.7• Use frequently occurring conjunctions (e.g., and, but, or, so,

because).E01.D.1.1.8• Use determiners (e.g., articles, demonstratives).E01.D.1.1.9• Use frequently occurring prepositions (e.g., during, beyond,

toward).E.01.D.1.1.10• Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Next Grade Level Eligible ContentE02.D.1.1.1• Use collective nouns (e.g., group). E02.D.1.1.2• Form and use frequently occurring irregular plural nouns (e.g.,

feet, children, teeth, mice, fish). E02.D.1.1.3• Use reflexive pronouns (e.g., myself, ourselves). d. Form and use

the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

E02.D.1.1.4• Use adjectives and adverbs, and choose between them

depending on what is to be modified. E02.D.1.1.5• Produce, expand, and rearrange complete simple and compound

sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

E01.D LanguageE01.D.1—Conventions of Standard English (Anchor)E01.D.1.1 (Descriptor)• Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling.Eligible ContentE01.D.1.2.1• Capitalize dates and names of people. E01.D.1.2.2• Use end punctuation for sentences. E01.D.1.2.3• Use commas in dates and to separate single

words in a series. E01.D.1.2.4• Use conventional spelling for words with

common spelling patterns and for frequently occurring irregular words.

E01.D.1.2.5• Spell untaught words phonetically, drawing

on phonemic awareness and spelling conventions.

Next Grade Level Eligible ContentE02.D.1.2.1• Capitalize holidays, product names, and

geographic names. E02.D.1.2.2• Use commas in greetings and closings of

letters. E02.D.1.2.3• Use an apostrophe to form contractions and

frequently occurring possessives. E02.D.1.2.4• Generalize learned spelling patterns when

writing words (e.g., cage → badge; boy → boil).

E02.D.1.2.5• Consult reference materials, including

beginning dictionaries, as needed to check and correct spellings.

EK.D LanguageEK.D.1—Knowledge of Language (Anchor)EK.D.1.1 (Descriptor)• Use knowledge of language and its conventions.

Eligible Content• No Standard

Next Grade Level Eligible ContentE02.D.1.1.1• Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English.

E01.E Foundational Skills E01.E-PC.1—Print Concepts (Anchor)• E01.E-PC.1.1 (Descriptor)

• Demonstrate an understanding of Print Concepts in Foundational Skills of literacy.

Eligible ContentE01.E-PC.1.1.1• Demonstrate understanding of the

organization and basic features of print.a. Recognize the distinguishing features

of a sentence.

Next Grade Level Eligible ContentE02.E-PC.1.1• No Standard

E01.E Foundational Skills E01.E-PW.1—Phonics and Word Recognition (Anchor)• E01.E-PW.1.1 (Descriptor)

• Demonstrate an understanding of Phonics and Word Recognition in Foundational Skills of literacy.

Eligible ContentE01.E-PW.1.1.1• Know and apply grade-level phonics and

word analysis skills in decoding words.a. Identify common consonant diagraphs,

final-e, and common vowel teams.b. Decode one- and two-syllable words

with common patterns.c. Read grade-level words with

inflectional endings.d. Read grade-appropriate irregularly

spelled words.

Next Grade Level Eligible ContentE02.E-PW.1.1• Know and apply grade-level phonics and

word analysis skills in decoding words.a. Distinguish long and short vowels

when reading regularly spelled one-syllable words.

b. Decode two-syllable words with long vowels and words with common prefixes and suffixes.

c. Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.

d. Read grade-appropriate irregularly spelled words

E01.E Foundational Skills E01.E-F.1—Fluency(Anchor)• E01.E-F.1.1 (Descriptor)

• Demonstrate an understanding of Fluency in Foundational Skills of literacy.Eligible ContentE01.E-F.1.1.1• Read with accuracy and fluency to support

comprehension.a. Read on-level text with purpose and

understanding.b. Read on-level text orally with accuracy,

appropriate rate, and expression on successive readings.

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

Next Grade Level Eligible ContentE02.E-F.1.1• Read with accuracy and fluency to support

comprehension.a. Read on-level text with purpose and

understanding.b. Read on-level text orally with accuracy,

appropriate rate, and expression on successive readings.

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

E01.E Foundational Skills E01.E-PA.1—Phonological Awareness(Anchor)• E01.E-PA.1.1 (Descriptor)

• Demonstrate an understanding of Phonological Awareness in Foundational Skills of literacy.

Eligible ContentE01.E-PA.1.1.1• Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).a. Distinguish long from short vowel

sounds in spoken single-syllable words.b. Count, pronounce, blend, and segment

syllables in spoken and written words.c. Orally produce single-syllable words,

including consonant blends and digraphs.

d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

e. Add or substitute individual sounds (phonemes) in one-syllable words to make new words.

Next Grade Level Eligible ContentE02.E-PA.1.1• No Standards

I Can Statements (Beyond Target) Assessments (Formative, Summative)

I Can Statements (Target)

I Can Statements (Prior Knowledge)

Key Content (Nouns) Key Vocabulary Key Skills (Verb Phrases) Level of Bloom• Low (Remember & Understand)• Middle (Apply & Analyze)• High (Evaluate & Create