fls: language arts standards -...

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FLS: Language Arts StandardsGrade 6 through Grade 12

Revised May 2017

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GRADE: 6Domain: LITERATURE

Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.6.RL.1.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RL.1.AP.1a Refer to details and examples in a text when explaining what the text says explicitly.

Identify a detail or example in a text. Explain what a text says explicitly.

LAFS.6.RL.1.AP.1bUse specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters, including how they change during the course of the story.

Identify characters in a story. Describe characters in a story. Identify text that supports

conclusions about characters. Identify how a character changes

in a story.

LAFS.6.RL.1.AP.1cUse the specific details from the text to support inferences and explanations about plot development.

Identify the beginning, middle and ending of a story.

Locate details that support inferences.

Locate details that support plot development.

Identify the problem/situation in the story.

Identify how the problem/situation is resolved.

Identify inferences that can be made from a story.

LAFS.6.RL.1.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.6.RL.1.AP.2aSelect key details about a character and relate those details to a theme within the text.

From a list, select key details about a character in a given story.

Determine the theme of a story from a list.

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Standard Access Points Essential UnderstandingsLAFS.6.RL.1.AP.2bDetermine the theme(s) of a story, drama or poem, including how it is conveyed through particular details.

From a list, select key details relevant to a given story.

Determine the theme of a story from a list.

LAFS.6.RL.1.AP.2cSummarize a text from beginning to end in a few sentences without including personal opinions.

Identify what happens in the beginning and ending of a story.

Summarize what happens first, next and last.

LAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

LAFS.6.RL.1.AP.3aDescribe how the plot unfolds in a story.

Identify the beginning, middle and ending of a story.

Identify the problem/situation in the story.

Identify how the problem/situation is resolved.

Identify inferences that can be made from a story.

LAFS.6.RL.1.AP.3bAnalyze a character’s interactions throughout a story as they relate to conflict and resolution.

Identify characters in a story. Describe characters in a story. Identify how a character changes

in a story.

Cluster: Craft and Structure

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Standard Access Points Essential UnderstandingsLAFS.6.RL.2.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.6.RL.2.AP.4aIdentify phrases with figurative language.

Identify a phrase that contains a simile from a list.

Identify a phrase that contains a metaphor from a list.

Sort a list of phrases into three groups – similes, metaphors and literal (not a simile or a metaphor).

Identify an idiom or proverb from a list.

Define alliteration. Identify a phrase or sentence that

contains alliteration from a list. Identify a phrase that contains

allusion or personification from a list.

Identify a phrase, sentence or paragraph that contains irony from a list.

Identify the sentence that contains a pun from a list of sentences.

Sort a list of statements containing allusions and personifications into correct groups.

Identify a phrase that contains an oxymoron from a list.

Identify a phrase that contains hyperbole from a list.

Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences.

LAFS.6.RL.2.AP.4bDetermine the meaning of figurative phrases as used in text.

Match the figurative phrase to its meaning.

Given the figurative language from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a figurative phrase.

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Standard Access Points Essential UnderstandingsLAFS.6.RL.2.AP.4cIdentify connotative meaning in a given text.

Match the connotative word or phrase to its meaning.

Given the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a connotative meaning.

LAFS.6.RL.2.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

LAFS.6.RL.2.AP.5aIdentify important events in a text.

Identify an important part of the story (e.g., a sentence, event and scene)

Place an important part of a story into a list of the major events from a story in order.

LAFS.6.RL.2.AP.5bIdentify the events that contributed the most to the theme, setting or plot.

Sort details and identify those that are most important to theme, plot or setting.

LAFS.6.RL.2.6Explain how an author develops the point of view of the narrator or speaker in a text.

LAFS.6.RL.2.AP.6a Determine the narrative point of view.

Identify the narrator of a story. Identify details from the text that

support who the narrator is. Identify the narrator's opinion.

LAFS.6.RL.2.AP.6bIdentify and describe how the narrative point of view influences the reader’s interpretation.

Identify an example from the text where the narrator is giving an opinion about something in the story rather than presenting facts.

Identify how a narrator feels/reacts to a key event in the story.

LAFS.6.RL.2.AP.6cExplain how an author develops the point of view of the narrator or speaker in a text.

Identify an example from the text where the narrator's opinion about something in the story develops.

Identify how a narrator feels/reacts to a key event in the story.

Cluster: Integration of Knowledge and Ideas

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Standard Access Points Essential UnderstandingsLAFS.6.RL.3.7Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

LAFS.6.RL.3.AP.7aCompare the similarities of reading a story or drama to listening to or viewing an audio, video or live version of the text.

Identify a preference for the experience of a book read or read aloud versus a video or live performance.

Given provided information (e.g., story elements), identify what is the same in two sources or mediums.

LAFS.6.RL.3.AP.7bContrast the differences of reading a story or drama to listening to or viewing an audio, video or live version of the text.

Identify what is different in two sources of a text.

LAFS.6.RL.3.9Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

LAFS.6.RL.3.AP.9aCompare texts from different genres that have a similar theme or address the same topic.

Identify the theme or topic of a written story.

Identify similarities between two texts on same topic.

LAFS.6.RL.3.AP.9bContrast texts from different genres that have a similar theme or address the same topic.

Identify differences between two texts of a similar theme.

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Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.6.RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.6.RL.4.AP.10aRead or listen to a variety of texts or adapted texts, including historical novels, fantasy stories and novels, poetry, fiction and nonfiction novels.

Read or be read to a variety of fictional texts or adapted texts.

LAFS.6.RL.4.AP.10bUse a variety of strategies to derive meaning from a variety of texts.

Use predicting to understand texts.

Identify main ideas and restate in your own words.

Make connections to understand texts.

Make text to text connections. Make self to text connections. Use summarizing to understand

texts. Use synthesizing to understand

texts.Domain: INFORMATIONAL TEXT

Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.6.RI.1.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.1.AP.1aUse textual evidence to support inferences.

Make an inference from an informational text.

Match evidence to a given inference from a text.

LAFS.6.RI.1.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.6.RI.1.AP.2aProvide a summary of the text based on details from the text.

Identify the main idea of a text.

Identify key details related to the main idea of a text.

Identify a factual summary/statement about the text.

LAFS.6.RI.1.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

LAFS.6.RI.1.AP.3aIdentify key individuals, events or ideas in a text.

Identify important people, events or ideas in the text.

Identify a description of an event or individual in a text.

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Standard Access Points Essential UnderstandingsLAFS.6.RI.1.AP.3bDetermine how key individuals, events or ideas are introduced in a text.

Identify text that introduces important people, events or ideas in the text.

Identify text that provides descriptions of an event or individual in a text.

Create a timeline of how one individual or idea is developed in text selection.

LAFS.6.RI.1.AP.3cDetermine how key individuals, events or ideas are illustrated in a text.

Identify text that provides an illustration of an event or individual in a text.

LAFS.6.RI.1.AP.3dDetermine how key individuals, events or ideas are elaborated or expanded on in a text.

Identify a description in the text that elaborates an event or individual in a text.

Create a timeline of how one individual or idea is expanded or elaborated on in text selection.

Cluster: Craft and StructureStandard Access Points Essential UnderstandingsLAFS.6.RI.2.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

LAFS.6.RI.2.AP.4aIdentify phrases with figurative language.

Define various types of figurative language.

Identify the meaning of a simile from a sentence.

Identify the meaning of a metaphor from a sentence.

Sort a group of sentences into three groups – similes, metaphors and literal (not a simile or a metaphor).

Identify the meaning of an idiom or proverb. [e.g., She is pulling my leg. (idiom) Ignorance is bliss. (proverb)].

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Standard Access Points Essential UnderstandingsLAFS.6.RI.2.AP.4bDetermine meaning of figurative phrases as used in text.

Match the figurative phrase to its meaning as used in text.

Given the figurative language from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a figurative phrase as used in text.

LAFS.6.RI.2.AP.4cIdentify meanings of connotations used in text.

Match the connotative word or phrase to its meaning.

Given the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a connotative meaning.

LAFS.6.RI.2.5Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

LAFS.6.RI.2.AP.5aUse signal words as a means of locating information.

Identify the location of signal words (e.g., next, first, second, third, last, finally and now) in a text.

LAFS.6.RI.2.AP.5bOutline a given text to show how ideas build upon one another.

Identify key ideas in a text. Organize ideas given in a text

or list into an outline.

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Standard Access Points Essential UnderstandingsLAFS.6.RI.2.AP.5cDetermine the structure of a text (e.g., chronological order, cause/effect, compare/contrast, problem/solution).

Identify what happens in the beginning, middle and ending of a text.


Identify signal words that contribute to text structure (cause/effect, problem/solution and compare/contrast).

Identify the presence of cause/effect in a text. Identify the presence of problem/solution in a text.

Identify the presence of compare/contrast in a text.

LAFS.6.RI.2.AP.5dDetermine how the information in each section contributes to the whole or to the development of ideas.

Identify what happens in the beginning, middle and ending of a text.


Outline a text to show how sections fit together.

LAFS.6.RI.2.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

LAFS.6.RI.2.AP.6aIdentify the author’s point of view.

Identify the author's point of view.

Identify evidence from the text that supports author's point of view.

LAFS.6.RI.2.AP.6bIdentify the reason(s) the author wrote the text.

List two examples of how the purpose can be conveyed (e.g., persuasive, opinion and information).

Identify the author’s purpose (e.g., pervasive/convince or informational/teach).

Cluster: Integration of Knowledge and Ideas

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Standard Access Points Essential UnderstandingsLAFS.6.RI.3.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

LAFS.6.RI.3.AP.7aIdentify what is learned from different media or formats compared to what is learned via written words or spoken words.

Identify a topic from a single source.

Identify the details, ideas and opinions linked to the topic from a single source.

Identify a common topic from two or more diverse sources (e.g., presented visually, quantitatively and orally).

Identify common information (e.g., details, ideas and opinions) from multiple diverse sources (e.g., presented visually, quantitatively and orally).

LAFS.6.RI.3.AP.7bSummarize information gained from a variety of sources, including media or texts.

Identify the topic from each source.

Identify the details, ideas and opinions linked to the topic from each source.



LAFS.6.RI.3.AP.7cIdentify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).

Identify two texts on the same topic.

Locate important information within each text related to a provided topic.

Identify statements from the text that agree or disagree on the same topic.

Compare two statements about the same topic.

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Standard Access Points Essential UnderstandingsLAFS.6.RI.3.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.6.RI.3.AP.8aIdentify an argument or claim that the author makes.

Identify a fact from the text. Identify a claim from the text. Differentiate a fact versus a

claim.

LAFS.6.RI.3.AP.8bEvaluate the claim or argument; determine if it is supported by evidence.

Identify a claim from the text. List one to two examples of

evidence the author uses to support claim.

LAFS.6.RI.3.AP.8cDistinguish claims or arguments from those that are supported by evidence from those that are not.

Identify two claims from the text.

Identify evidence used to support a claim.

Identify claims that do not have supporting evidence.

LAFS.6.RI.3.9Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

LAFS.6.RI.3.AP.9aCompare two texts on the same topic or event.


Locate important information within each text related to a provided topic.

Identify statements from each text that agree or disagree on the same topic.

Compare two statements about the same topic.

List common details that both texts provide.

LAFS.6.RI.3.AP.9bContrast two texts on the same topic or event.

Identify differences in each text provided.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.6.RI.4.10By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.6.RI.4.AP.10aRead or listen to a variety of nonfiction texts, including biographies, essays, speeches, journals, news articles and nonfiction novels.

Read or be read to a variety of nonfictional texts or adapted texts.

Read independently with technology (e.g., audio books and technology programs).

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Standard Access Points Essential UnderstandingsLAFS.6.RI.4.AP.10bUse a variety of strategies to derive meaning from a variety of print and non-print texts.

Identify common prefixes, suffixes and root words in text.

Use common affixes to help define words (morphemic analysis).

Use context to help derive meaning.

Verify definition of unknown words using a dictionary.

Domain: WRITINGCluster: Text Types and PurposesStandard Access Points Essential UnderstandingsLAFS.6.W.1.1Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and

organize the reasons and evidence clearly.

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

c. Use words, phrases, and clauses to clarify the relationship among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

LAFS.6.W.1.AP.1aWrite an introduction that introduces the writer’s claim within an argument.

(Persuasive) Match the correct introduction

from a given list to a text provided.

Identify the claim within a persuasive text.

Develop a list of ideas to support a claim.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.1bCreate an organizational structure in which ideas are logically grouped to support the writer’s claim.

(Persuasive) Given a writer’s claims, identify

the writer’s perspective on the topic (e.g., pro or con).

Identify a reason/evidence that supports a claim within a persuasive text.

Develop a list of ideas that support a claim.

Group the ideas into categories that link to the claim.

LAFS.6.W.1.AP.1cWrite arguments to support claims with clear reasons and relevant evidence from credible sources.

(Persuasive) From a given list of possible

arguments, choose those which support a claim.

Distinguish relevant from irrelevant sources given to support a claim.

LAFS.6.W.1.AP.1dUse words, phrases and clauses to link claims and reasons.

(Persuasive) Given a list of words, phrases

and clauses, choose which ones to use to link claims and reasons.

List word, phrases and clauses that might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” “A second point that should be made”).

LAFS.6.W.1.AP.1eProvide a concluding statement or section that follows the argument presented.

(Persuasive) Identify an appropriate

concluding statement/section based upon claim(s) within a persuasive text.

Develop a short list of the most important ideas from a provided text to include in a concluding statement or section.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.1fDistinguish claims presented orally or in writing that are supported by reasons and claims that are not.

(Persuasive) Distinguish claims presented

orally or in writing. Distinguish claims that are

supported by reasons and evidence from claims that are not.

LAFS.6.W.1.2Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a) Introduce a topic;

organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c) Use appropriate transitions to clarify the relationships among ideas and concepts.

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

e) Establish and maintain a formal style.

f) Provide a concluding statement or section that follows from the information or explanation presented.

LAFS.6.W.1.AP.2aOrganize ideas, concepts and information (e.g., using definition, classification, comparison/contrast, cause/effect).

(Informational) Identify relationship of set of

items in various categories (e.g., definition, classification, compare/contrast and cause/effect).

Identify the text structure of a provided text.

With guidance and support, outline a list of key ideas, concepts and information from a provided text.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.2bProvide an introduction that includes context/background information establishing a central idea or focus about a topic.

(Informational) Identify the introductory paragraph

for a provided topic that includes context or background information and established a central idea or focus.

Within the introduction of an informational text, state the topic.

LAFS.6.W.1.AP.2cDevelop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples.

(Informational) Sort relevant and irrelevant

information related to a given topic into the correct categories.

Identify facts and details related to a specified topic.

Develop the topic by identifying at least one relevant fact, definition, quote, example or detail.

LAFS.6.W.1.AP.2dInclude formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to promote reading understanding.

(Informational) Identify different types of text

features found in informational text.

Match text feature populated with information to a provided text.

Identify potential text features that could be included in the informational text to support the topic.

With guidance and support, and when appropriate, support the information within the text by including simple text features (e.g., numbers, labels, diagrams, charts and graphics).

With guidance and support and when appropriate, include formatting (e.g., headings), illustrations and multimedia to support the information.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.2eUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.

(Informational) Identify the transition words or

phrases within a given text that connect ideas and create cohesion (e.g., “A second kind of” and “In the same way”).

Add transitional words, phrases or clauses to connect ideas and create cohesion within given informational writing.

LAFS.6.W.1.AP.2fUse precise language and domain-specific vocabulary to inform about or explain the topic.

(Informational) Identify precise language

within a provided informational text.

Identify the most descriptive or specific noun/verb appropriate for provided text (e.g., instead of “Volcanoes blow up.” use “Mt. Vesuvius erupted.”).

Use a resource (e.g., thesaurus) to revise given text to become more descriptive.

Identify precise language and domain-specific vocabulary within an informational text that is appropriate to the specific topic.

LAFS.6.W.1.AP.2gMaintain a consistent style and voice throughout writing.

(Informational) Distinguish third-person writing

from first-person writing. Identify specific style of

writing. With guidance and support,

distinguish active voice from passive voice.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.2Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic;

organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

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

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented.

LAFS.6.W.1.AP.2aOrganize ideas, concepts and information (e.g., using definition, classification, comparison/contrast, cause/effect).





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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.2bProvide an introduction that includes context/background information establishing a central idea or focus about a topic.

(Informational) Identify the introductory paragraph

for a provided topic that includes context or background information and established a central idea or focus.

Within the introduction of an informational text, state the topic.

LAFS.6.W.1.AP.2cDevelop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples.





LAFS.6.W.1.AP.2dInclude formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to promote reading understanding.

(Informational) Identify different types of text

features found in informational text.

Match text feature populated with information to a provided text.

Identify potential text features that could be included in the informational text to support the topic.

With guidance and support, and when appropriate, support the information within the text by including simple text features (e.g., numbers, labels, diagrams, charts and graphics).

With guidance and support and when appropriate, include formatting (e.g., headings), illustrations and multimedia to support the information.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.2eUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.




LAFS.6.W.1.AP.2f Use precise language and domain-specific vocabulary to inform about or explain the topic.






LAFS.6.W.1.AP.2gMaintain a consistent style and voice throughout writing.

(Informational) Distinguish third-person writing

from first-person writing. Identify specific style of

writing. With guidance and support,

distinguish active voice from passive voice.

LAFS.6.W.1.AP.2hProvide a concluding statement or section that follows from and summarizes the information presented.

(Informational) Identify the appropriate concluding

section for a provided informational text.


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Standard Access Points Essential UnderstandingsLAFS.6.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.a. Engage and orient the

reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

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

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

e. Provide a conclusion that follows from the narrated experiences or events.

LAFS.6.W.1.AP.3aEngage and orient the reader by establishing a context and introducing a narrator and/or characters.

(Narrative) Describe a character and

setting for a given text. Identify text that introduces a character.

Identify text that establishes the context of a story.

Identify an engaging beginning of a story from provided choices.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.3bOrganize ideas and event so that they unfold naturally.

(Narrative) Sequence a set of illustrations

that match a text. Sequence events of beginning,

middle and ending of a text. With support (e.g., a graphic

organizer), create a simple story about a real or imagined experience with a beginning, middle and ending.

LAFS.6.W.1.AP.3cWhen appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

(Narrative) Given two lists, match

narrative techniques, such as dialogue and description, to the correct example.

Add dialogue and/or description in an original story.

LAFS.6.W.1.AP.3dUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

(Narrative) Match transition words,

phrases and clauses within a text.

From a given list, identify the transition words or phrases that convey sequence or signal shifts from one time frame to another (e.g., “In the past,” and “The next day,”).

Add a variety of transition words or phrases to convey sequence and signal shifts from one time frame or setting to another within a story.

LAFS.6.W.1.AP.3eUse precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.

(Narrative) Identify a visual image to

match provided text. Identify precise words and

phrases, relevant details and/or sensory language that convey experiences and events in a provided text.

Add precise words and phrases and relevant details to a familiar story that does not include these elements.

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Standard Access Points Essential UnderstandingsLAFS.6.W.1.AP.3fProvide a conclusion that follows from the narrated experiences or events.

(Narrative) From a given list, identify the

appropriate conclusion to a provided story.

Add an appropriate conclusion to a narrated experience or sequence of events.

LAFS.6.W.1.AP.3gUse figurative language appropriately, including similes and metaphors.

Define figurative language. Identify the meaning of a

simile from a sentence. Identify the meaning of a metaphor from a sentence.

Sort a group of sentences into three groups – similes, metaphors and literal (not a simile or a metaphor).

Match a literal sentence to a figurative phrase (e.g., Cat got your tongue? Do you have nothing to say?).

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Cluster: Production and Distribution or WritingStandard Access Points Essential UnderstandingsLAFS.6.W.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.6.W.2.AP.4aProduce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (e.g., reader).

(Informational) Given a specific purpose,

produce a permanent product (i.e., identify text appropriate to the purpose, descriptive sentences and a concluding statement).

LAFS.6.W.2.AP.4bProduce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.

(Narrative) Given a specific purpose, produce a

permanent product (i.e., identify text appropriate to the purpose, descriptive sentences and a concluding statement).

LAFS.6.W.2.AP.4cProduce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to make an argument supported by claims) and audience.

(Persuasive) Given a specific purpose,

produce a permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences and select a concluding statement).

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Standard Access Points Essential UnderstandingsLAFS.6.W.2.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

LAFS.6.W.2.AP.5aWith guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, state your claim, gather evidence, create your argument, provide a meaningful conclusion).

(Persuasive) With guidance and support

from peers and adults, use provided information to plan a persuasive text that includes a topic, information to gather, outline of content, and a conclusion.

With guidance and support from peers and adults, choose a topic for a persuasive text to be written.

With guidance and support from peers and adults, list information that will be included in a text to be written.

With guidance and support from peers and adults, develop a plan for an original text, based on the topic and information written earlier, including a conclusion for the text.

LAFS.6.W.2.AP.5bWith guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

(Narrative) With guidance and support

from peers and adults, identify a topic for a story to be written.

With guidance and support from peers and adults, identify story elements that will be included in a story to be written.

With guidance and support from peers and adults, develop a story line for an original story, based on the topic and story elements identified earlier, including a conclusion for the story.

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Standard Access Points Essential UnderstandingsLAFS.6.W.2.AP.5cWith guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).

(Informational) With guidance and support

from peers and adults, identify a topic for an informational text to be written.

With guidance and support from peers and adults, identify information that will be included in a text to be written.

With guidance and support from peers and adults, develop a plan for an original text, based on the topic and information identified earlier, including a conclusion for the text.

LAFS.6.W.2.AP.5dWith guidance and support from peers and adults, strengthen writing by revising and editing.

(Persuasive) With guidance and support from

adults and peers, add text that contributes to a provided text.

LAFS.6.W.2.AP.5eWith guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).


from adults and peers, add text that contributes to a provided story.

With guidance and support from peers and adults, remove text that does not contribute to the provided story.

With guidance and support from peers and adults, rearrange provided text to create cohesion.

(Narrative) Use a support (e.g., an

editing checklist, model text) to edit a draft by attending to common writing conventions.

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Standard Access Points Essential UnderstandingsLAFS.6.W.2.AP.5fWith guidance and support from peers and adults, strengthen writing as needed by revising and editing.


from adults and peers, add text that contributes to a provided text.

With guidance and support from peers and adults, remove text that does not contribute to the provided text.


Use a support (e.g., an editing checklist or model text) to edit a draft by attending to common writing conventions.

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Standard Access Points Essential UnderstandingsLAFS.6.W.2.AP.5gWith guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting or trying a new approach.

(Informational)(Persuasive) With guidance and support








(Across Text Types) Use a support (e.g., an editing

checklist or model text) to edit a draft by attending to common writing conventions.

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Standard Access Points Essential UnderstandingsLAFS.6.W.2.6Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

LAFS.6.W.2.AP.6aUse technology to produce and publish writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).

(Across Text Types) With guidance and support,

use the Internet to gather information to inform writing.

With guidance and support, use features of technology (e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

LAFS.6.W.2.AP.6bDevelop sufficient keyboarding skills.

(Across Text Types) Explore the features of a

keyboard. Use a mouse to navigate a

website or document. Type a letter or word on the

keyboard when presented orally.

Use common keys when prompted (e.g., Enter, space bar, Shift and Backspace).

Use core features of common word processing programs (e.g., Save, Print, Bold and Italics).

Cluster: Research to Build and Present KnowledgeStandard Access Points Essential UnderstandingsLAFS.6.W.3.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

LAFS.6.W.3.AP.7aFollow steps to complete a short research project. (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

(Informational) With guidance and support,

identify a topic for a short research project.

With guidance and support, complete a short research project by following simple steps.

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Standard Access Points Essential UnderstandingsLAFS.6.W.3.8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

LAFS.6.W.3.AP.8aGather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources

(Persuasive) Find sources (e.g., library

books, magazines and Internet) that relate to a given persuasive topic.

Find at least one fact to include in the writer’s persuasive text.

LAFS.6.W.3.AP.8bGather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.


from adults, find sources (e.g., library books, magazines and Internet) that relate to a given informational topic.

With guidance and support from adults, gather information (e.g., highlight and take notes) from provided sources to answer a question.

With guidance and support from adults, find information (using search tools) to include in the writer’s informational text.

LAFS.6.W.3.AP.8cQuote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

(Informational) Identify in given writing

where information attributed to others is utilized.

With guidance and support, students will accurately quote others when presenting their own writing.

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Standard Access Points Essential UnderstandingsLAFS.6.W.3.AP.8cQuote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.




(persuasive) Identify in given writing


Accurately quote others when presenting a persuasive argument.

LAFS.6.W.3.AP.8dProvide a bibliography for sources that contributed to the content within a writing piece.

(Informational) Identify sources that match

an informational text topic. With guidance and support,

write a list of sources used to write the informational report.

(Persuasive) Identify sources that match a

persuasive topic. Write a list of sources to use

to write the persuasive essay.

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Standard Access Points Essential UnderstandingsLAFS.6.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.9a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).9b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

LAFS.6.W.3.AP.9aAnalyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).

(Persuasive) Using multiple mentor texts,

examine ways persuasive writers conclude their persuasive essays, looking for patterns or ways to conclude their own texts.

Match evidence provided in different texts to claims.

Cluster: Range of WritingStandard Access Points Essential UnderstandingsLAFS.6.W.4.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LAFS.6.W.4.AP.10aWrite routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.

Build stamina by participating in a daily writing routine (e.g., write for 5 minutes working up to an extended period of time).

LAFS.6.W.4.AP.10bWrite routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

Students write multiple texts during the school year.

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Domain: SPEAKING AND LISTENINGCluster: Comprehension and CollaborationStandard Access Points Essential UnderstandingsLAFS.6.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.1a. Come to discussions

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

1b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

1d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

LAFS.6.SL.1.AP.1aMake appropriate comments that contribute to a collaborative discussion.

Identify comments related to the discussion.

Share comments related to discussion.

Use appropriate sentence stems to facilitate discussion (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

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Standard Access Points Essential UnderstandingsLAFS.6.SL.1.AP.1bReview the key ideas expressed within a collaborative discussion.

Identify key ideas related to the discussion.

LAFS.6.SL.1.2Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

LAFS.6.SL.1.AP.2aExplain information learned from various mediums.

Identify a topic from a single source.




LAFS.6.SL.1.AP.2bExplain how information gained via media and formats contributes to the understanding of a topic, text or issue under study.

Identify the topic and media source.


Identify visuals and audio within a text that contributes to the topic.


LAFS.6.SL.1.3Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.6.SL.1.AP.3aSummarize the points a speaker makes.

Identify the main idea of a text. Identify key details related to the

main idea of a text. Identify a factual

summary/statement about the text.

LAFS.6.SL.1.AP.3bSummarize the points an author makes.

Identify the most important key details related to the main idea of a text.

Summarize the points an author makes with textual support.

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Standard Access Points Essential UnderstandingsLAFS.6.SL.1.AP.3cDistinguish claims or arguments that are supported by evidence from those that are not.

Identify a fact from the text. Identify a claim from the text. Differentiate a fact versus a claim.

LAFS.6.SL.1.AP.3dDistinguish claims presented orally or in writing that are supported by reasons and claims that are not.

Distinguish claims presented orally or in writing.

Distinguish claims that are supported by reasons and evidence from claims that are not.

Cluster: Presentation of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.6.SL.2.4Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.2.AP.4aReport on a topic, story or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details.

(Across Text Types) Order factual statements to

describe a sequence of events or ideas.

Sort relevant and irrelevant information related to a given topic into the correct categories.

Develop the topic by identifying at least two relevant facts and descriptive details related to the topic.

Speak clearly with adequate volume when delivering report.

LAFS.6.SL.2.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

LAFS.6.SL.2.AP.5aUse captioned pictures, labeled diagrams, tables or other visual displays in presentations when appropriate to support the topic or theme.

(Across Text Types) Identify from provided choices

which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).

Identify the most important facts/details in a report.

With guidance and support, determine what multimedia features should/could be included in the writer’s report to emphasize certain facts or details.

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Standard Access Points Essential UnderstandingsLAFS.6.SL.2.AP.5bInclude multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

(Across Text Types) Identify from provided choices

which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).

Identify the most important facts/details in the presentation.

With guidance and support, determine what multimedia features should/could be included in the presentation to emphasize certain facts or details.

LAFS.6.SL.2.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LAFS.6.SL.2.AP.6aRecognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).

Identify a given text or conversation as formal or informal English

Domain: LANGUAGECluster: Conventions of Standard English

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Standard Access Points Essential Understandings

LAFS.6.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are

in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

LAFS.6.L.1.AP.1aUse strategies (e.g., clarify language and grammar, vary sentence patterns, maintain consistent tone and style) to improve written expression in conventional language.

(Across Text Types) With guidance and

support, determine the places in a written text that need clarity (e.g., for clear language, to correct inappropriate grammar usage, and to vary sentences).

With guidance and support, use teacher feedback to improve a short written text.

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LAFS.6.L.1.AP.1bIdentify and use pronouns accurately in writing.

(Across Text Types) Identify relative

adverbs (e.g., where, when and why) in writing.

Identify personal, possessive and indefinite pronouns (e.g., I, me and my; they, them and their; anyone; and everything) in writing.

Identify reflexive pronouns (e.g., myself and ourselves) in writing.

LAFS.6.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (commas,

parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b. Spell correctly.

LAFS.6.L.1.AP.2aUse commas, parentheses and/or dashes in writing to set off nonrestrictive/parenthetical elements.

(Across Text Types) Determine when it

might be appropriate to include a comma, parentheses, and/or dashes in writing.

Identify sentences that need commas.

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LAFS.6.L.1.AP.2bSpell words correctly in writing.

(Across Text Types) Use spelling features

typically representative of Letter Name spellers (beginning consonants, ending consonants, preconsonatal nasals, medial vowels, affricates).

Use spelling features typically representative of Within Word spellers (long vowel patterns (e.g. ai, ue, oa, ee), long vowel patterns with silent e marker, ambiguous vowel patterns (e.g. ou, ow, oi), r- controlled vowels, etc.).

Use spelling features typically representative of Syllables and Affixes spellers (e.g., open/closed syllables, doubling, etc.).

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Cluster: KnowledgeStandard Access Points Essential UnderstandingsLAFS.6.L.2.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for

meaning, reader/listener interest, and style

b. Maintain consistency in style and tone.

LAFS.6.L.2.AP.3a Vary sentence patterns for meaning, reader interest and style within writing.

(Across Text Types) When revising, decide which

sentences need more details (expand).

When revising, decide which sentences should be combined.

When revising, decide which sentences are not necessary in the writing and can be deleted.

Identify what sentences in a piece of writing could be varied.

Cluster: Vocabulary

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Standard Access Points Essential UnderstandingsLAFS.6.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall

meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

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

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

LAFS.6.L.3.AP.4a Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) to determine the meaning of unknown or multiple meaning words.

Recall the meaning of frequently used nouns.

Identify multiple meaning words up to two grade levels below the student’s grade level.

Identify the context in which the unknown word is being used by looking at the text before and after it.

List the possible meanings of an unknown word by using the context (words surrounding the unknown word).

Use a dictionary to verify the meaning guessed by using the surrounding words.

LAFS.6.L.3.AP.4b Use common grade-appropriate roots and affixes as clues to the meaning of a word.

Identify common inflectional endings in words (“Find the words that mean more than one” i.e., have an -s or -es at the end).

Identify the meaning of the most common suffixes.

Identify the meaning of the most common prefixes.

Identify an affix or inflectional ending for a frequently occurring word.

Identify the meaning of common inflections and affixes. Identify the meaning of roots.

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Standard Access Points Essential UnderstandingsLAFS.6.L.3.AP.4cVerify the prediction of the meaning of a new word or phrase.

Identify affixes and roots to predict new words.

Identify the definition when presented with the entire listing of a word from a dictionary.

Identify the part of speech of a word when presented with the entire listing of a word from a dictionary.

Use the context to help decide which definition (from a list of definitions) is the most appropriate choice.

LAFS.6.L.3.AP.4dConsult reference materials to find the pronunciation of a word.

Sort a given list of words into alphabetical order.




LAFS.6.L.3.AP.4eFind the synonym for a word.

Identify the purpose or use of reference materials (e.g., dictionaries, glossaries and thesauruses).

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Standard Access Points Essential UnderstandingsLAFS.6.L.3.AP.4fFind the precise meaning of a word.



Identify the part of speech of a word when presented with the entire listing of a word from a

dictionary. Use the context to help

decide which definition (from a list of definitions) is the most appropriate choice.

Consult a dictionary (print or digital) to clarify precise meaning.

LAFS.6.L.3.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech

(e.g., personification) in context.

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

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

LAFS.6.L.3.AP.5aUse the relationship between particular words (e.g., synonyms, antonyms, homographs) in writing to promote understanding of each of the words.

(Across Text Types) Pair synonyms, antonyms,

and/or homonyms. During revision, identify

which nouns/verbs are best to use to convey exact meaning (e.g., The dog made noises at the man. versus The German Shepherd growled at the mailman.).

LAFS.6.L.3.AP.5bUse figurative language in context, including similes and metaphors.

(Narrative) Define figurative language. Identify a sentence that

uses a simile or metaphor. Write a sentence using a

simile or metaphor.

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Standard Access Points Essential UnderstandingsLAFS.6.L.3.AP.5cUse the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

For a given pair of words, determine the relationship between the words (e.g., cause/effect, part/whole and category).

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Standard Access Points Essential UnderstandingsLAFS.6.L.3.AP.5dExplain the meaning of figures of speech (e.g., personification, idioms, proverbs) in context.





Define alliteration. Identify a phrase or

sentence that contains alliteration from a list.

Identify a phrase that contains allusion or personification from a list.







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Standard Access Points Essential UnderstandingsLAFS.6.L.3.AP.5eIdentify the connotative meaning (the idea associated with the word) of a word or phrase.

From a given list of words with similar denotations, choose an appropriate word to be used in a given context (e.g., short, stubby or petite – which word would you use to describe a friend’s mother?).

Use a dictionary to define words with similar denotations.

Define connotative meaning.

LAFS.6.L.3.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

LAFS.6.L.3.AP.6aUse grade-appropriate general academic and domain-specific words and phrases accurately within writing.

Identify which general academic or domain-specific vocabulary, from a list, completes a sentence.

Identify which general academic and domain-specific vocabulary from a list would be included based upon a topic within informational or persuasive writing.

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Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.7.RL.1.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RL.1.AP.1aRefer to details and examples in a text when explaining what the text says explicitly.

Identify a detail or example in a text.

Explain what a text says explicitly.

LAFS.7.RL.1.AP.1bUse two or more pieces of textual evidence to support conclusions or summaries of text.

Make an inference from a literary text.

Identify a conclusion from a literary text.

Identify a summary of a literary text.

Identify a detail to support the inference, conclusion or summary.

LAFS.7.RL.1.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

LAFS.7.RL.1.AP.2aDetermine the theme or central idea of a text.

Identify the theme or central idea of the text.

Identify supporting details of the theme or central idea at the beginning of the story.

Identify supporting details of the theme or central idea at the middle of the story.

Identify supporting details of the theme or central idea at the end of the story.

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Standard Access Points Essential UnderstandingsLAFS.7.RL.1.AP.2bAnalyze the development of the theme or central idea over the course of the text and provide a summary.



Write a summary of the beginning.


Write a summary of the middle.

Identify supporting details of the theme or central idea at the ending of the story.

Write a summary of the ending.

Identify the best summary from a list.

LAFS.7.RL.1.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

LAFS.7.RL.1.AP.3aAnalyze the impact of story elements on the text (e.g., impact of setting on a character’s choices, cause/effects within the text).

Categorize all story elements for a given text (i.e., match the setting of a text to “setting” and match the characters in a text to “character”).

LAFS.7.RL.1.AP.3bAnalyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Identify how characters interact throughout the story.

Identify how changes in story elements shape the plot of a story.

Cluster: Craft and StructureStandard Access Points Essential Understandings

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Standard Access Points Essential UnderstandingsLAFS.7.RL.2.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.7.RL.2.AP.4aDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.


Define figurative language. Identify a phrase that

contains a simile from a list. Identify a phrase that

contains a metaphor from a list.










LAFS.7.RL.2.AP.4bIdentify alliteration within text.


sentence that contains alliteration.

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Standard Access Points Essential UnderstandingsLAFS.7.RL.2.AP.4cAnalyze how the use of rhymes or repetitions of sounds affect the tone of the poem, story or drama.

Identify the tone or meaning of a text.

Identify figurative, connotative or technical terms within a text.

LAFS.7.RL.2.5Analyze how a dramas or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

LAFS.7.RL.2.AP.5aExamine how the structure of a poem or drama adds to its meaning.

Identify various poetry structures (e.g., free-verse, Tanka, cinquain, concrete and two-voice).

Identify the meaning of a poem.

Identify the structure of a story.

LAFS.7.RL.2.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

LAFS.7.RL.2.AP.6aCompare and contrast the points of view of different characters in the same text.

Identify how a character reacts to specific events within a story.

Identify a point of view that matches a character from a story.

From two lists, match the points of view to the appropriate characters in a story.

Compare the point of view of one character to the point of view of a different character in a story.

Cluster: Integration of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.7.RL.3.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

LAFS.7.RL.3.AP.7aCompare and contrast a story, drama or poem when presented in two different mediums.

Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums.

Given provided information (story elements), identify what is different in two mediums.

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Standard Access Points Essential UnderstandingsLAFS.7.RL.3.AP.7bCompare and contrast different mediums that may be used to present literary materials to explore the techniques used in the various mediums.

Identify techniques (e.g., sound, lighting and visuals) used to present a story, drama or poem.

LAFS.7.RL.3.9Compare and contrast a fictional portrayal of a time, place or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

LAFS.7.RL.3.AP.9aCompare and contrast a fictional portrayal of time/place with a historical account of the same time.

Read a historical account of an important event in U.S. history.

Read a fictional portrayal related to the same event in U.S. history.

List similarities between historical account and fictional portrayal of same event.

List differences between the historical account and the fictional portrayal of the same event.

LAFS.7.RL.3.AP.9bCompare and contrast a fictional character with a historical character of the same time.

Identify similarities between fictional and historical characters.

Identify differences between fictional and historical characters.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.7.RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.7.RL.4.AP.10aRead or listen to a variety of texts or adapted texts, including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.

Read or be read to a variety of texts or adapted texts including stories, dramas, and poems with scaffolding supports.

Listen to a variety of texts of increasing complexity.

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Standard Access Points Essential UnderstandingsLAFS.7.RL.4.AP.10bUse a variety of strategies to derive meaning from a variety of literary texts.


Make connections to understand texts (text to text, text to self, text to world).

Use summarizing to understand texts.

Use synthesizing to understand texts.

Domain: INFORMATIONAL TEXTCluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.7.RI.1.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.1.AP.1aUse two or more pieces of evidence to support inferences, conclusions or summaries of text.


Identify a conclusion from an informational text.

Identify a summary of an informational text.

Identify a detail to support an inference.

Identify a detail(s) from text to support conclusion.

Identify two or more details from text to support a summary.

LAFS.7.RI.1.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

LAFS.7.RI.1.AP.2aDetermine the central idea of a text.

Identify a key idea within a text.

List details that lead to central/main idea.

Determine the central or main idea for a text.

LAFS.7.RI.1.AP.2bAnalyze the development of the central idea over the course of the text.

Identify a key idea within a text at the beginning.

Identify key idea within middle of the text.

Identify key idea with ending of text.

Determine the central or main idea for a text.

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Standard Access Points Essential UnderstandingsLAFS.7.RI.1.AP.2cProvide/create an objective summary of a text.




LAFS.7.RI.1.3Analyze the interactions between individuals, events and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

LAFS.7.RI.1.AP.3aAnalyze how the interactions of individuals influence ideas or events.

Identify important people, events or ideas in text.


Identify the relationship between people, events or ideas in a text from a list.

LAFS.7.RI.1.AP.3bAnalyze how ideas or events influence individuals.

Identify important people, events or ideas in a text.

Identify how ideas or events in a text can impact individuals.


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Standard Access Points Essential UnderstandingsLAFS.7.RI.2.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.7.RI.2.AP.4aDetermine the meaning of words and phrases as they are used with figurative language.

Define figurative language. Define connotative

meaning. Identify a phrase that













LAFS.7.RI.2.AP.4bDetermine the connotative meanings of word and phrases as they are used in a text.


Identify figurative, connotative, or technical terms within a text.

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Standard Access Points Essential UnderstandingsLAFS.7.RI.2.AP.4cAnalyze how the use of figurative, connotative, or technical terms affects the meaning or tone of text.

Teach vocabulary/give examples of: figurative, connotative and technical.



Determine possible meanings of the word as it is used in the text.

Determine how the selected words reflect or respond to the original occasion or audience.

LAFS.7.RI.2.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.


Identify signal words in a text. Locate answers to questions by

identifying signal words and the associated text pattern/structure.

LAFS.7.RI.2.AP.5bOutline a given text to show how ideas build upon one another.

Identify key ideas in a text. Organize ideas given in a

text or list into an outline.

LAFS.7.RI.2.AP.5cDetermine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution).

Identify signal words that are commonly used in different text structures (e.g., first, next, in sequencing and for example).

Match signal words with structure type.

Identify structure from signal words provided in text.


Identify key ideas in each section, chapter or paragraph of a text.

Organize ideas given in a text or list into an outline.

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Standard Access Points Essential UnderstandingsLAFS.7.RI.2.6Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

LAFS.7.RI.2.AP.6aDetermine an author’s point of view in a text and analyze how the author distinguishes his or her position from that of others.

Identify author’s purpose in text.

Identify author's point of view.

Identify two examples of evidence that supports author's point of view.

List two examples of how the purpose is conveyed.

LAFS.7.RI.2.AP.6bDetermine an author’s purpose for writing the text.

Match an author’s purpose to a list of reasons why an author writes the given text.

Identify author’s purpose in text.

Find relevant details to determine author’s purpose.

Cluster: Integration of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.7.RI.3.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

LAFS.7.RI.3.AP.7aCompare/contrast how two or more authors write or present about the same topic.

Identify two texts on the same topic by different authors.

Locate important information within a text related to a provided topic.


Compare two selections of text on the same topic.

LAFS.7.RI.3.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


Identify a fact from the text. Identify a claim from the text. Differentiate a fact versus a claim.

LAFS.7.RI.3.AP.8bEvaluate the claim or argument to determine if they are supported by evidence.

Identify a claim from the text.

List two examples of evidence the author uses to support the claim.

Differentiate a fact versus a claim.

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Standard Access Points Essential UnderstandingsLAFS.7.RI.3.AP.8cDistinguish claims or arguments that are supported by evidence from those that are not.

Identify a claim from the text with supporting evidence.

Identify a claim without supporting evidence in text.

Differentiate a fact versus a claim.

LAFS.7.RI.3.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

LAFS.7.RI.3.AP.9aUse supporting evidence to summarize central ideas, draw inferences or analyze connections within or across texts.




Identify a detail to support the inference, conclusion or summary.

LAFS.7.RI.3.AP.9bCompare/contrast how two or more authors write about the same topic.


Locate important information within a text.

Compare/contrast two statements related to a single detail within topic.

LAFS.7.RI.3.AP.9cAnalyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.




Compare two selections of text on the same topic

Identify details both texts provide.

Identify differences each author provides.

Cluster: Range of Reading and Level of Text Complexity

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Standard Access Points Essential UnderstandingsLAFS.7.RI.4.10By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.7.RI.4.AP.10aRead or listen to a variety of texts including historical novels, periodicals, biographies, essays, speeches, journals and nonfiction novels.

Read or be read to a variety of nonfictional texts or adapted texts with scaffolding supports.

Listen to texts with technology of increasingly more complex text.

LAFS.7.RI.4.AP.10bUse a variety of strategies to derive meaning from a variety of print/non-print texts.


Use common affixes to help define words (morphemic analysis).

Use context to help derive meaning.

Verify definition of unknown words in dictionary.

Domain: WRITINGCluster: Text Types and Purposes

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Standard Access Points Essential UnderstandingsLAFS.7.W.1.1Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.7.W.1.AP.1aProduce an introduction that introduces the writer’s claims and acknowledges alternate or opposing claims.

(Persuasive) Match the correct

introduction from a given list to a text provided.



Develop a list of ideas to support an opposing claim.

LAFS.7.W.1.AP.1bCreate an organizational structure in which ideas are logically grouped to support the writer’s claim.

(Persuasive) Given a writer’s claims,

identify the writer’s perspective on the topic (e.g., pro or con).




LAFS.7.W.1.AP.1cWrite arguments to support claims with logical reasoning and relevant evidence from credible sources.




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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.1dUse words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.

(Persuasive) Given a list of words, phrases,

and clauses, choose which ones to use to link claims and reasons.

List word, phrases and clauses that might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” and “A second point that should be made”).

LAFS.7.W.1.AP.1eMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).

(Persuasive) Distinguish third-person

writing from first-person writing.

Distinguish active voice from passive voice.

Identify the style and voice of a writing sample.

LAFS.7.W.1.AP.1fProvide a concluding statement or section that supports and summarizes the argument presented.




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Standard Access Points Essential UnderstandingsLAFS.7.W.1.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

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

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and

LAFS.7.W.1.AP.2aOrganize ideas, concepts and information (using definition, classification, comparison/contrast and cause/effect).


items in various categories (definition, classification, compare/contrast, cause/effect).



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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.2bIntroduce a topic clearly, previewing information to follow and summarizing stated focus.


items in various categories (definition, classification, compare/contrast, cause/effect).



LAFS.7.W.1.AP.2bIntroduce a topic clearly, previewing information to follow and summarizing stated focus.

(Informational) Identify the introductory

paragraph for a provided topic that includes context or background information and established a central idea or focus.

Within the introduction to an informational text, state the topic.

LAFS.7.W.1.AP.2cDevelop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information and examples.





LAFS.7.W.1.AP.2dUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.




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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.2eUse precise language and domain-specific vocabulary to inform about or explain the topic.






LAFS.7.W.1.AP.2fMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency and voice should be active versus passive).

(Informational) Distinguish third-person


Define active and passive voice.

With guidance and support, distinguish active voice from passive voice.

LAFS.7.W.1.AP.2gProvide a concluding statement or section that follows from and supports the information presented.

(Informational) Identify the appropriate

concluding section for a provided informational text.


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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.2hPresent claims and findings, emphasizing salient points in a coherent manner with pertinent descriptions, facts, details and examples.

(Informational) From a given list of claims and

findings, identify those that link to the most salient points in a given text.

Match salient points in a text to relevant evidence statements.

LAFS.7.W.1.AP.2iReport on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

(Informational) Order factual statements to




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Standard Access Points Essential UnderstandingsLAFS.7.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

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

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.7.W.1.AP.3aOrient the reader by establishing a context and point of view and introducing the narrator and/or characters.


setting for a given text. Identify text that introduces a

character. Identify text that establishes

the context of a story. Identify an engaging beginning

of a story from provided choices.

Link point of view to a character from choices for an original story (e.g., Will Bruce like or not like riding the school bus?).

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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.3bOrganize ideas and events so that they unfold naturally.

(Narrative) Sequence a set of illustrations

that match a text. Sequence events of beginning,

middle and ending of a text. With support (e.g., a graphic

organizer), create a simple story about a real or imagined experience with a beginning, middle and ending.

LAFS.7.W.1.AP.3cWhen appropriate, use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.


narrative techniques, such as dialogue, pacing and description, to the correct example.

With prompting and support, add dialogue and/or description in an original story.

LAFS.7.W.1.AP.3dUse a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or setting to another.


transition words or phrases that convey sequence or signal shifts from one time frame to another (e.g., “In the past” and “The next day”).


LAFS.7.W.1.AP.3eUse precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.



phrases, relevant details, and/or sensory language that convey action, experiences and/or events in a provided text.


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Standard Access Points Essential UnderstandingsLAFS.7.W.1.AP.3fProvide a conclusion that follows from the narrated experiences or events.


appropriate conclusion to a provided story.


LAFS.7.W.1.AP.3gUse words, phrases or gathered information to accurately reflect literary context.





Cluster: Production and Distribution of WritingStandard Access Points Essential UnderstandingsLAFS.7.W.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.7.W.2.AP.4aProduce a clear, coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (reader).


produce a permanent product (i.e., identify text appropriate to the purpose, identify descriptive sentences and identify a concluding statement).

LAFS.7.W.2.AP.4bProduce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.

(Narrative) Given a specific purpose,


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Standard Access Points Essential UnderstandingsLAFS.7.W.2.AP.4cProduce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to produce an argument supported by claims) and audience.

(Persuasive) Given a specific purpose, produce a

permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences and select a concluding statement).

LAFS.7.W.2.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LAFS.7.W.2.AP.5aWith guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, state your claim, gather evidence, create your argument, provide a meaningful conclusion).


from peers and adults, use provided information to plan a persuasive text that includes a topic, information to gather, outline of content and a conclusion.




LAFS.7.W.2.AP.5bWith guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).


from peers and adults, identify a topic for a story to be written.

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Standard Access Points Essential UnderstandingsLAFS.7.W.2.AP.5cWith guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.





LAFS.7.W.2.AP.5dWith guidance and support from peers and adults, strengthen writing by revising and editing.


from adults and peers, add text that contributes to an informational text.




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Standard Access Points Essential UnderstandingsLAFS.7.W.2.AP.5eWith guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).


from adults and peers, add text that contributes to a story.


With guidance and support from peers and adults, rearrange provided text to create cohesion in the story.


LAFS.7.W.2.AP.5fUse feedback from adults and peers to improve writing.


from adults and peers, add text that contributes to a persuasive text.



(Narrative) Use a support (e.g., an editing


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Standard Access Points Essential UnderstandingsLAFS.7.W.2.6Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

LAFS.7.W.2.AP.6aUse technology to produce and publish writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).

(Across Text Types) With guidance and support,

use the internet to gather information to inform writing

With guidance and support, use features of technology (e.g., a simple search, creating a simple, one- page text, finding and using clip art from the Internet) to create a simple text.

Cluster: Research to Build and Present KnowledgeStandard Access Points Essential UnderstandingsLAFS.7.W.3.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

LAFS.7.W.3.AP.7aFollow steps to complete a short research project (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).




LAFS.7.W.3.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.7.W.3.AP.8aList Internet search terms for a topic of persuasive writing.

(Persuasive) Identify sources that match

a persuasive topic. Write a list of sources to use

to write the persuasive essay.

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Standard Access Points Essential UnderstandingsLAFS.7.W.3.AP.8bList Internet search terms for a topic of study.



Evaluate sources and classify as reliable and valid.



LAFS.7.W.3.AP.8cGather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.




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Standard Access Points Essential UnderstandingsLAFS.7.W.3.AP.8dGather information (e.g., highlight, quote or paraphrase from source) relevant to the topic or text from print and/or digital sources.





LAFS.7.W.3.AP.8eQuote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

(Informational)(Persuasive) Identify in given writing


With guidance and support, students will accurately quote others when presenting own their writing.

LAFS.7.W.3.AP.8fUse a standard format to produce citations.


use a standard format to write citations.

Use a provided template to write citations in a standard format.

(Persuasive) Use a teacher-provided

template to write citations in a standard format.

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Standard Access Points Essential UnderstandingsLAFS.7.W.3.AP.8gEvaluate print and digital sources to refine ideas or thoughts while writing.








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Standard Access Points Essential UnderstandingsLAFS.7.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

LAFS.7.W.3.AP.9aProvide evidence from grade-appropriate literary or informational texts to support analysis, reflection and research.

(Across Text Types) Match evidence to provided

points from an informational or persuasive text.

Identify evidence to use within an informational or persuasive text to support the point the writer is trying to make.



Build stamina by participating in a daily writing routine (e.g., write for 5 minutes working up to an extended period of time).

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Standard Access Points Essential UnderstandingsLAFS.7.W.4.AP.10bWrite routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

Students write multiple texts during the school year for various purposes.

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Domain: SPEAKING AND LISTENINGCluster: Comprehension and CollaborationStandard Access Points Essential UnderstandingsLAFS.7.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others and, when warranted, modify their own views.

LAFS.7.SL.1.AP.1aDiscuss how own view or opinion changes using new information provided by others.

(Persuasive) Identify claims made by a

speaker in an argument. Respectively agree or

disagree with peers using textual support.

From a list of claims made by a speaker, sort into those that match and those that do not match a view or opinion.

LAFS.7.SL.1.AP.1bDescribe how the claims within a speaker’s argument match own argument.


speaker in an argument. From a list of claims made

by a speaker, sort into those that match and those that do not match a view or opinion.

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Standard Access Points Essential UnderstandingsLAFS.7.SL.1.AP.1cQuote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

(Persuasive) Use academic discussion

stems to support student’s discussion.

Identify in given writing where information attributed to others is utilized.


LAFS.7.SL.1.2Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

LAFS.7.SL.1.AP.2aCritically evaluate main ideas and details presented in diverse media (e.g., visually, personal communication, periodicals, social media) and formats for accuracy.

Determine if the information in diverse media and formats relate to a given topic or text.

Identify the reliability of the sources.

Identify if the text and representations are accurate for the content.

LAFS.7.SL.1.AP.2bExplain if and how ideas presented in diverse media (e.g., visually, personal communication, periodicals, social media) clarify a topic, text or issue under study.

Determine how the information in diverse media and formats clarifies a given topic or text.

Identify the media that helps to clarify a topic (or contribute to understanding).

LAFS.7.SL.1.AP.2cIdentify how information presented in diverse media and formats (e.g., visually, quantitatively orally) on a topic or text contributes to understanding.

(Persuasive) Identify the format used in

information in diverse media and formats that relate to a given topic or text.

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Standard Access Points Essential UnderstandingsLAFS.7.SL.1.3Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.7.SL.1.AP.3aEvaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.

Identify claims that are supported by evidence.

Distinguish claims that are not supported by evidence.

Determine the accuracy of reasons presented to support a claim.

LAFS.7.SL.1.AP.3bEvaluate the soundness or accuracy of reasons presented to support a claim.

(Persuasive) Distinguish claims that are


Determine if reasons presented to support a claim are accurate.

Cluster: Presentation of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.7.SL.2.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.7.SL.2.AP.4aPresent claims and findings, emphasizing salient points in a coherent manner with pertinent descriptions, facts, details and examples.

(Informational) From a given list of claims

and findings, identify those that link to the most salient points in a given text.


LAFS.7.SL.2.AP.4bReport on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.




Develop the topic by Identifying at least two relevant facts and descriptive details related to the topic.

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Standard Access Points Essential UnderstandingsLAFS.7.SL.2.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

LAFS.7.SL.2.AP.5aInclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

(Across Text Types) Identify from provided

choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).

Identify the most important facts/details in the presentation.

With guidance and support, determine what multimedia features should/could be included in the presentation to emphasize certain facts or details.



Identify a given text or conversation as formal or informal English.

Domain: LANGUAGECluster: Conventions of Standard EnglishStandard Access Points Essential UnderstandingsLAFS.7.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

LAFS.7.L.1.AP.1aUse simple, compound, complex and compound-complex sentences within writing when appropriate.

(Across Text Types) Identify a simple sentence

in informative/explanatory writing.

Identify a compound sentence in informative/explanatory writing.

Identify a complex sentence in informative/explanatory writing.

Identify a compound-complex sentence in informative/explanatory writing.

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Standard Access Points Essential UnderstandingsLAFS.7.L.1.AP.1bUse phrases and clauses accurately within a sentence.

(Across Text Types) Identify which phrases or clauses

should be used within a sentence.

LAFS.7.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).b. Spell correctly.

LAFS.7.L.1.AP.2aUse commas to separate coordinate adjectives.

(Across Text Types) Identify coordinate

adjectives in a piece of writing.

Determine where commas might be used to separate coordinate adjectives.

LAFS.7.L.1.AP.2bSpell words correctly in writing.

(Across Text Types) Use spelling features typically

representative of Letter Name spellers (e.g., beginning consonants, ending consonants, preconsonatal nasals, medial vowels and affricates).

Use spelling features typically representative of Within Word spellers (i.e., long-vowel patterns [e.g., ai, ue, oa and ee], long-vowel patterns with silent e marker, ambiguous-vowel patterns [e.g., ou, ow, oi], and r-controlled vowels).

Use spelling features typically representative of Syllables and Affixes spellers (e.g., open/closed syllables and doubling).

Cluster: Knowledge of Language

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Standard Access Points Essential UnderstandingsLAFS.7.L.2.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

LAFS.7.L.2.AP.3aChoose language that expresses ideas precisely and concisely by eliminating wordiness and redundancy.

With guidance and support, from a given paragraph containing redundant language, delete/revise wording to make the writing more precise and concise.

With guidance and support, when editing, determine what words can be eliminated in a given sentence to ensure precision and conciseness, and to avoid wordiness and/or redundancy.

With guidance and support, use teacher feedback to improve a short written text.

LAFS.7.L.2.AP.3bUse words, phrases or gathered information to accurately reflect meaning.

Identify a visual image to match provided text.

Identify precise words and phrases, relevant details and/or sensory language that convey action, experiences and/or events in a provided text.


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Cluster: Vocabulary Acquisition and UseStandard Access Points Essential UnderstandingsLAFS.7.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.7.L.3.AP.4aUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position in a sentence) as a clue to determine the meaning of grade-appropriate words or phrases.






LAFS.7.L.3.AP.4bVerify the prediction of the meaning of a new word or phrase (e.g., by checking a dictionary).





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Standard Access Points Essential UnderstandingsLAFS.7.L.3.AP.4cFind the pronunciation of a word.


Identify the correct pronunciation using the key.


LAFS.7.L.3.AP.4dFind the synonym for a word.


LAFS.7.L.3.AP.4eFind the precise meaning of a word.






(e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

LAFS.7.L.3.AP.5aUse words, phrases or gathered information to accurately reflect literary context.

Identify a visual image to match provided text.

Identify precise words and phrases, relevant details and/or sensory language that convey action, experiences and/or events in a provided text.


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Standard Access Points Essential UnderstandingsLAFS.7.L.3.AP.5bDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., slim, skinny, scrawny, thin).

From a given list of words with similar denotations, choose an appropriate word to be used in a given context (e.g., short, stubby, petite – which word would you use to describe a friend’s mother?).


LAFS.7.L.3.AP.5cUse the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

For a given pair of words, determine the relationship between the words (e.g., cause/effect, part/whole and category).

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Standard Access Points Essential UnderstandingsLAFS.7.L.3.AP.5dIdentify allusion within a text or media.








Identify a phrase, sentence or paragraph that contains irony from a list Identify the sentence that contains a pun from a list of sentences.





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Standard Access Points Essential UnderstandingsLAFS.7.L.3.AP.5eInterpret figures of speech (e.g., personification, allusions) in context.








Identify a phrase, sentence or paragraph that contains irony from a list Identify the sentence that contains a pun from a list of sentences.





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Standard Access Points Essential UnderstandingsLAFS.7.L.3.AP.5fIdentify the connotative meaning (the idea associated with the word) of a word or phrase.






(Across Text Types) Identify which general

academic or domain-specific vocabulary, from a list, completes a sentence.


LAFS.7.L.3.AP.6bUse general academic and domain-specific words and phrases accurately.

With guidance and support use newly acquired words to answer questions.

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Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.8.RL.1.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.AP.1aRefer to details and examples in a text when explaining what the text says explicitly.

Identify a detail or example in a text.

Explain what a text says explicitly.

LAFS.8.RL.1.AP.1bUse two or more pieces of evidence to support inferences, conclusions or summaries of text.

Make an inference from a literary text.

Identify a conclusion from a literary text.

Identify a summary of a literary text.

Identify a detail to support the inference, conclusion, or summary.

LAFS.8.RL.1.AP.1cDetermine which piece(s) of evidence provides the strongest support for inferences, conclusions or summaries of text.

Sort a list of details. Make an inference from a

literary text. Identify a conclusion from a

literary text. Identify a summary of a

literary text. Identify a detail to support

the inference, conclusion or summary.

LAFS.8.RL.1.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LAFS.8.RL.1.AP.2aDetermine the theme or central idea of a text.




Identify supporting details of the theme or central idea at the ending of the story.

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Standard Access Points Essential UnderstandingsLAFS.8.RL.1.AP.2bAnalyze the development of the theme or central idea over the course of the text, including its relationship to the characters, setting and plot.


Identify supporting details of the theme or central idea related to characters, setting or plot at the beginning of the story.

Identify supporting details of the theme or central idea related to characters, setting or plot at the middle of the story.

Identify supporting details of the theme or central idea related to characters, setting or plot at the ending of the story.

LAFS.8.RL.1.AP.2cProvide/create an objective summary of a text.

Summarize the beginning and ending of a story without including personal opinions.

Summarize the beginning, middle and ending of a story without including personal opinions.

LAFS.8.RL.1.3Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.

LAFS.8.RL.1.AP.3aAnalyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.

Identify dialogue in a story or drama.

Identify dialogue that is most relevant to the plot.

Identify the plot and/or character development in a story.

LAFS.8.RL.1.AP.3bIdentify the use of literary techniques within a text.

Identify dialogue in a story or drama.

Identify dialogue that is most relevant to the plot.

Identify the plot and/or character development in a story.

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Standard Access Points Essential UnderstandingsLAFS.8.RL.1.AP.3cExplain how the use of literary techniques within a text advances the plot or reveals aspects of a character.

Identify a reason that a character from a story makes a decision.

With prompting and support, create a timeline of events (i.e., beginning, middle and ending) that happen to one complex character in a story.

Key Craft and StructureStandard Access Points Essential UnderstandingsLAFS.8.RL.2.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.8.RL.2.AP.4aIdentify and interpret an analogy within a text.

Identify the structure of an analogy.

Identify a phrase that contains an analogy from a list.

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Standard Access Points Essential UnderstandingsLAFS.8.RL.2.AP.4bDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.
















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Standard Access Points Essential UnderstandingsLAFS.8.RL.2.5Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

LAFS.8.RL.2.AP.5aCompare and contrast the structure of two or more texts.

Identify the text structure for a given text (e.g., identify the provided structure as a play or a story).


Identify similarities in two texts.

Identify differences in two texts.


LAFS.8.RL.2.AP.5bExplain how language use contributes to the meaning of a poem or drama.

Identify the text structure for a given text (e.g., identify the provided structure as a play or a story).



LAFS.8.RL.2.6Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

LAFS.8.RL.2.AP.6aAnalyze how differences in points of view create such effects as suspense or humor.

Identify how a character reacts to specific events within a story.

Identify a point of view that matches a character from a story.

From two lists, match the points of view to the appropriate characters in a story.

Compare the point of view of one character to the point of view of a different character in a story.

Identify instances of suspense or humor.

Cluster: Integration and Knowledge and Ideas

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Standard Access Points Essential UnderstandingsLAFS.8.RL.3.7Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

LAFS.8.RL.3.AP.7aCompare and contrast content presented in text, media and live performance.

Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums.

LAFS.8.RL.3.9Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

LAFS.8.RL.3.AP.9aCompare modern works of literature to the texts from which they draw ideas.

Given text on common topic or theme, find similarities within texts.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.8.RL.4.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

LAFS.8.RL.4.AP.10aRead or listen to a variety of texts or adapted texts, including historical novels, periodicals, dramas or plays, poetry (including soliloquies and sonnets), fiction and nonfiction novels.

Read or be read to a variety of texts or adapted texts including stories, dramas and poems.

LAFS.8.RL.4.AP.10bUse a variety of strategies to derive meaning from a variety of texts.





Identify the main idea of texts.

Domain: INFORMATIONAL TEXTCluster: Key Ideas and Details

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Standard Access Points Essential UnderstandingsLAFS.8.RI.1.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.AP.1aUse two or more pieces of evidence to support inferences, conclusions or summaries of text.

Make an inference from an informational text based on the facts provided in the text.

Identify key support for inferencing.


Identify key details that support conclusion.


Identify key details that support summary.

LAFS.8.RI.1.AP.1bDetermine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.




Identify strong evidence in text that supports the inference, conclusion or summary.

LAFS.8.RI.1.2Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

LAFS.8.RI.1.AP.2aDetermine two or more central ideas in a text.

Identify key ideas within a text.

Determine central or main idea in a text.

LAFS.8.RI.1.AP.2bAnalyze the development of the central ideas over the course of the text.


Identify repetitive ideas. Determine central or main

idea in a text.LAFS.8.RI.1.AP.2cProvide/create an objective summary of a text.



Identify how key details support main idea.


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Standard Access Points Essential UnderstandingsLAFS.8.RI.1.3Analyze how a text makes connections among and distinctions between individuals, ideas or events (e.g., through comparisons, analogies, or categories).

LAFS.8.RI.1.AP.3aUse comparisons provided by the text to identify relationships between people or events.

Identify important people, events, or ideas in text.


Identify the relationship between people, events, or ideas in a text from a list.

Compare two people or events.

LAFS.8.RI.1.AP.3bDetermine how analogies in the text create relationships between people or events.

Identify analogies.

Cluster: Craft and StructureStandard Access Points Essential UnderstandingsLAFS.8.RI.2.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.8.RI.2.AP.4aIdentify and interpret an analogy within a text.

Identify the structure of an analogy.

Identify a phrase that contains an analogy from a list.

Identify analogy from text.

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Standard Access Points Essential UnderstandingsLAFS.8.RI.2.AP.4bDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.















Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases.

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Standard Access Points Essential UnderstandingsLAFS.8.RI.2.AP.4cAnalyze how the use of figurative, connotative or technical terms affects the meaning or tone of text.



LAFS.8.RI.2.5Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.


Identify signal words in text. Locate answers to questions

by identifying signal words and the associated text pattern/structure.

LAFS.8.RI.2.AP.5bOutline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph.

Identify key ideas in a text. Identify main idea within a

paragraph. Identify supporting details

within a paragraph.

LAFS.8.RI.2.AP.5cDetermine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution).

Identify signal words that are commonly used in different text structures (e.g., first, next, in sequencing and for example).


Identify key ideas in a text. Identify the structure of the text.

Identify main idea within a paragraph.

Identify supporting details within a paragraph.

LAFS.8.RI.2.6Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

LAFS.8.RI.2.AP.6aDetermine an author’s purpose for writing the text.

Identify author’s point of view or purpose in text.

List two examples of how the purpose is conveyed.

List examples provided in text the author uses to convey point of view.


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Standard Access Points Essential UnderstandingsLAFS.8.RI.3.7Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

LAFS.8.RI.3.AP.7aIdentify and evaluate advantages of different mediums.

Explain a preference for a particular medium (e.g., preference for video because …).

Explain how information is presented in different mediums such as print, digital text, video and multimedia.

LAFS.8.RI.3.AP.7bList and evaluate the disadvantages of different mediums.

Explain a preference for a particular medium (e.g., preference for video because …).

Explain how information is presented in different mediums such as print or digital text, video, and multimedia.

LAFS.8.RI.3.AP.7cEvaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Evaluate each medium (e.g., pros and cons).

Decide on medium to present a particular topic or idea.

LAFS.8.RI.3.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


Identify a fact from the text. Identify a claim from a text. Identify a fact versus a

claim.

LAFS.8.RI.3.AP.8bEvaluate the claim or argument to determine if it is supported by evidence.

Identify a claim from a text. Identify facts that support

claim within the text.

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Standard Access Points Essential UnderstandingsLAFS.8.RI.3.AP.8cIdentify irrelevant evidence and claims.

Define irrelevant. Define claim. Define evidence. Construct a list of irrelevant

claims based on evidence from the text.

LAFS.8.RI.3.9Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

LAFS.8.RI.3.AP.9aAnalyze a case in which two or more texts provide conflicting information on the same topic.



Identify statements from the texts that conflict on the same topic.

Distinguish and/or list identified statements as fact or interpretation.

LAFS.8.RI.3.AP.9bIdentify where the texts disagree on matters of fact or interpretation.


Locate important information identifying statements from two or more texts that disagree on the same topic.

Distinguish and/or list identified statements as matters of fact or interpretation (opinion).

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.8.RI.4.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

LAFS.8.RI.4.AP.10aRead or listen to a variety of texts, including historical novels, periodicals, biographies, essays, speeches, journals, news articles and nonfiction novels.


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Standard Access Points Essential UnderstandingsLAFS.8.RI.4.AP.10bUse a variety of strategies (e.g., use context, affixes and roots, use reference materials to derive meaning from a variety of print/non-print texts).


Use common affixes to help define words (morphemic analysis). Use context to help define the words.

Verify definition in dictionary.

Domain: WRITINGCluster: Comprehension and CollaborationStandard Access Points Essential UnderstandingsLAFS.8.W.1.1Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.8.W.1.AP.1aProvide an introduction that introduces the writer’s claims and distinguishes it from alternate or opposing claims.

(Persuasive) Match the correct

introduction from a given list to a text provided.



Develop a list of ideas to support an opposing claim.

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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.1bCreate an organizational structure in which ideas are logically grouped to support the writer’s claim.

(Persuasive) Given a writer’s claims,

identify the writer’s perspective on the topic (e.g., pro or con).




LAFS.8.W.1.AP.1cWrite arguments to support claims with logical reasoning and relevant evidence from credible sources.




LAFS.8.W.1.AP.1dUse words, phrases and clauses to link opinions and reasons and clarify relationship of ideas.

(Persuasive) Given a list of words,

phrases and clauses, choose which ones to use to link claims and reasons.

Identify the relationship that helps build and link claims.

List word, phrases and clauses which might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” and “A second point that should be made,”).

LAFS.8.W.1.AP.1eMaintain a consistent style and voice throughout writing.

(Persuasive) Distinguish third person writing

from first person writing. Distinguish active voice from

passive voice.

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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.1fProvide a concluding statement or section that supports and summarizes the argument presented.




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Standard Access Points Essential UnderstandingsLAFS.8.W.1.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.8.W.1.AP.2aCreate an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples) to support paragraph focus.


items in various categories (definition, classification, compare/contrast cause/effect).



LAFS.8.W.1.AP.2bProvide a clear introduction, previewing information to follow and summarizing stated focus.



Within the introduction to an informational text, state the topic and central idea.

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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.2cDevelop the topic (e.g., add additional information related to the topic) with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples.



LAFS.8.W.1.AP.2dUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.

(Informational) Identify the transition words

or phrases within a given text that connect ideas and create cohesion (e.g., “A second kind of” and “In the same way”).


LAFS.8.W.1.AP.2eUse precise language and domain-specific vocabulary to inform about or explain the topic.






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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.2fMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).




LAFS.8.W.1.AP.2gPresent claims and findings, emphasizing salient points in a coherent manner with relevant evidence.

(Informational) From a given list of claims

and findings, identify those that link to the most salient points in a given text.


LAFS.8.W.1.AP.2hProvide a concluding statement or section that follows from and supports the information or explanation presented.


concluding section for a provided informational text.


LAFS.8.W.1.AP.2iReport on a topic with a logical sequence of ideas, appropriate facts and relevant descriptive details that support the main ideas.





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Standard Access Points Essential UnderstandingsLAFS.8.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.8.W.1.AP.3aOrient the reader by establishing a context and point of view and introducing a narrator and/or characters.


setting for a given text. Identify text that introduces a character.

Identify the narrator within the story.

Identify text that establishes the context of a story.

Identify an engaging beginning of a story from provided choices.

Link point of view to a character from choices for an original story (e.g., Will Bruce like or not like riding the school bus?).

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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.3bOrganize ideas and events so that they unfold naturally.

(Narrative) Sequence a set of

illustrations that match a text.

Sequence events of beginning, middle and ending of a text.

With support (e.g., a graphic organizer), create a simple story about a real or imagined experience with a beginning, middle and ending.

LAFS.8.W.1.AP.3cWhen appropriate, use narrative techniques, such as dialogue, pacing and description, to develop experiences, events and/or characters.


narrative techniques, such as dialogue, pacing and description, to the correct example.

With prompting and support, add dialogue and/or description in an original story.

LAFS.8.W.1.AP.3dUse a variety of transition words, phrases and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events.

(Narrative) From a given list, identify

the transition words or phrases that convey sequence or signal shifts from one time frame to another (e.g., “In the past,” and “The next day,”).


Use provided examples to explain how transition words, phrases and clauses establish a relationship between experiences and events.

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Standard Access Points Essential UnderstandingsLAFS.8.W.1.AP.3eUse precise words and phrases, relevant descriptive details and sensory language to capture the action and convey experiences and events.

(Narrative) Identify precise words and



LAFS.8.W.1.AP.3fProvide a conclusion that follows from the narrated experiences or events.

(Narrative) From a given list, identify

the appropriate conclusion to a provided story.


LAFS.8.W.1.AP.3gUse literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

(Narrative) Identify a sentence that uses a

literary device (e.g., similes, metaphors, hyperbole, personification and imagery).

Write a sentence using a literary device (e.g., similes, metaphors, hyperbole, personification and imagery).

Cluster: Production and Distribution of WritingStandard Access Points Essential UnderstandingsLAFS.8.W.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.8.W.2.AP.4aProduce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (e.g., reader).

(Informational) Given a specific purpose to inform,


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Standard Access Points Essential UnderstandingsLAFS.8.W.2.AP.4bProduce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.

(Narrative) Given a specific purpose to

narrate, produce a permanent product (i.e., identify text appropriate to the purpose, identify descriptive sentences and identify a concluding statement).

LAFS.8.W.2.AP.4cProduce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to persuade or make an argument) and audience.

(Persuasive) Given a specific purpose to

persuade, produce a permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences, and select a concluding statement).

LAFS.8.W.2.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LAFS.8.W.2.AP.5aWith guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your claim, gather evidence, create your argument, provide a meaningful conclusion).


from peers and adults, use provided information to plan a persuasive text that includes a topic, information to gather, outline of content and a conclusion.




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Standard Access Points Essential UnderstandingsLAFS.8.W.2.AP.5bWith guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

(Narrative) With guidance and support from

peers and adults, identify a topic for a story to be written.

With guidance and support from peers and adults, identify story elements that will be included in a story to be written.

With guidance and support from peers and adults, develop a story line for an original story, based on the topic and story elements identified earlier, including a conclusion for the story.

LAFS.8.W.2.AP.5cWith guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.





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Standard Access Points Essential UnderstandingsLAFS.8.W.2.AP.5dWith guidance and support from peers and adults, strengthen writing by revising and editing.

(Informational) (Persuasive) With guidance and support








(Informational) Use a support (e.g., an editing


LAFS.8.W.2.AP.5eWith guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).


editing checklist or model text) to edit a draft by attending to common writing conventions.

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Standard Access Points Essential UnderstandingsLAFS.8.W.2.AP.5fUse feedback from adults and peers to improve writing.


editing checklist or model text) to edit a draft by attending to common writing conventions.

(Informational) With guidance and support from

adults and peers, add text that contributes to a provided text.



LAFS.8.W.2.6Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

LAFS.8.W.2.AP.6aUse technology to produce and publish writing (e.g., use word processing to generate and collaborate on writing).

(Across Text Types) With guidance and support, use

the Internet to gather information to inform writing.

With guidance and support, use features of technology (e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

Cluster: Research to Build and Present KnowledgeStandard Access Points Essential UnderstandingsLAFS.8.W.3.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

LAFS.8.W.3.AP.7aFollow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).




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Standard Access Points Essential UnderstandingsLAFS.8.W.3.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.8.W.3.AP.8aGather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.





LAFS.8.W.3.AP.8bQuote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.

(Persuasive) Identify in given writing






LAFS.8.W.3.AP.8cUse a standard format to produce citations.

With guidance and support, use a standard format to write citations.


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Standard Access Points Essential UnderstandingsLAFS.8.W.3.AP.8dGather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.




LAFS.8.W.3.AP.8eEvaluate print and digital sources to refine ideas or thoughts while writing.








LAFS.8.W.3.AP.8fUse a standard format to write citations.



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Standard Access Points Essential UnderstandingsLAFS.8.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

LAFS.8.W.3.AP.9aProvide evidence from grade-appropriate literary texts to support analysis and reflection.

(Across Text Types) Match evidence to provided

points from an informational or persuasive text.


LAFS.8.W.3.AP.9bProvide evidence from grade-appropriate informational texts to support analysis, reflection and research.

Match evidence to provided points from an informational and/or persuasive text.


Provide evidence within an informational text to support the body of knowledge (research).



Build stamina by participating in a daily writing routine (e.g., write for 5 minutes working up to extended period of time).

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Standard Access Points Essential UnderstandingsLAFS.8.W.4.AP.10bWrite routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.


Domain: SPEAKING LISTENINGCluster: Comprehension and Collaboration

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Standard Access Points Essential UnderstandingsLAFS.8.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.8.SL.1.AP.1aUse information and feedback to refine understanding.

Gather related information to use in discussions.

LAFS.8.SL.1.AP.1bUse information and feedback to clarify meaning for readers.

Use the information gathered in the discussions.

Identify statements that clarify information for a given situation.

LAFS.8.SL.1.AP.1cDiscuss how own view or opinion changes using new information provided by others.


speaker in an argument. From a list of claims made

by a speaker, sort into those that match and that do not match a view or opinion.

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Standard Access Points Essential UnderstandingsLAFS.8.SL.1.2Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.8.SL.1.AP.2aAnalyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media).

Identify the purpose of the information.

Identify the purpose of a visual representation such as a graph or a map.

LAFS.8.SL.1.AP.2bIdentify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media).

Identify the reasons behind the information presented.

LAFS.8.SL.1.AP.2cEvaluate the motives and purpose behind information presented in diverse media and formats for persuasive reasons.

(Persuasive) Identify the motives and purpose

behind information presented for persuasive argument.

LAFS.8.SL.1.3Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

LAFS.8.SL.1.AP.3aEvaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.




LAFS.8.SL.1.AP.3bIdentify when irrelevant evidence is introduced within an argument.

Distinguish claims that are supported by reasons and evidence from claims that are not. Indicate the irrelevant evidence.

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Standard Access Points Essential UnderstandingsLAFS.8.SL.1.AP.3cEvaluate the soundness or accuracy (e.g., Does the author have multiple sources to validate information?) of reasons presented to support a claim.




Cluster: Presentation of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.8.SL.2.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.8.SL.2.AP.4aPresent claims and findings, emphasizing salient points in a coherent manner with relevant evidence.

(Informational) From a given list of claims and

findings, identify those that link to the most salient points in a given text.


LAFS.8.SL.2.AP.4bReport on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

(Informational) Order factual statements

to describe a sequence of events or ideas.



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Standard Access Points Essential UnderstandingsLAFS.8.SL.2.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

LAFS.8.SL.2.AP.5aWith guidance and support, determine and include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Identify from provided choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).






Domain: LANGUAGECluster: Conventions of Standard EnglishStandard Access Points Essential UnderstandingsLAFS.8.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of verbals

(gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.L.1.AP.1aUse active and passive verbs in writing.

Identify verbs in writing. With guidance and support,

identify active and passive verbs in writing.

With guidance and support, identify verbs in indicative, imperative, interrogative, conditional, and/or subjunctive moods in writing.

With guidance and support, identify verbs in the conditional and subjunctive mood to achieve particular effect.

With guidance and support, identify parallel structure (e.g., when using gerunds [-ing], infinitives or voice

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Standard Access Points Essential Understandings[active or passive]) within writing.

LAFS.8.L.1.AP.1bUse verbs in indicative, imperative, interrogative, conditional and/or subjunctive mood in writing.



With guidance and support, identify verbs in indicative, imperative, interrogative, conditional, and/or subjunctive moods in writing.

With guidance and support, identify verbs in the conditional and subjunctive moods to achieve particular effect.

With guidance and support, identify parallel structure (e.g., when using gerunds [-ing], infinitives or voice [active or passive]) within writing.

LAFS.8.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation (comma,

ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly

LAFS.8.L.1.AP.2aUse punctuation (e.g., comma, ellipsis, dash) to indicate a pause or break.

Identify the meaning of various punctuation marks (e.g., commas, ellipses and, dashes) for a text (e.g., tells how a reader reads a text).

Determine which punctuation marks should be used to determine how a reader reads a text.

LAFS.8.L.1.AP.2bIdentify the use of an ellipsis to indicate an omission.

Define ellipsis (set of three periods, “…”, indicating an omission).

Identify examples of ellipsis.LAFS.8.L.1.AP.2cSpell words correctly in writing.

Use spelling features typically representative of Letter Name spellers (e.g., beginning consonants, ending consonants, preconsonatal nasals, medial vowels and

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Standard Access Points Essential Understandingsaffricates).

Use spelling features typically representative of Within Word spellers (i.e., long-vowel patterns [e.g., ai, ue, oa and ee], long-vowel patterns with silent e marker, ambiguous-vowel patterns [e.g., ou, ow and oi], and r-controlled vowels).


Use spelling features typically representative of Derivational Relations spellers.

Understand common spelling errors in writing.

Use resources (e.g., predictive text, spell check, dictionary and peer/teacher).

Cluster: Knowledge of LanguageStandard Access Points Essential UnderstandingsLAFS.8.L.2.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Use verbs in the active and

passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

LAFS.8.L.2.AP.3aUse active and passive voice in writing to achieve a particular effect.



With guidance and support, identify verbs in indicative, imperative, interrogative, conditional and/or subjunctive moods in writing.

With guidance and support, identify verbs in conditional and subjunctive moods to achieve particular effect.

With guidance and support, identify parallel structure (e.g., when using gerunds [-ing], infinitives or voice [active or passive]) within

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Standard Access Points Essential Understandingswriting.

LAFS.8.L.2.AP.3bUse verbs in the conditional and subjunctive mood to achieve a particular effect.



With guidance and support, Identify verbs in indicative, imperative, interrogative, conditional and/or subjunctive moods in writing.



Cluster: Vocabulary Acquisition and UseStandard Access Points Essential UnderstandingsLAFS.8.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the

overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

c. Consult general and

LAFS.8.L.3.AP.4aUse context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) as a clue to the meaning of a grade-appropriate word or phrase.






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Standard Access Points Essential Understandingsspecialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


LAFS.8.L.3.AP.4bVerify the prediction of the meaning of a new word or phrase.





LAFS.8.L.3.AP.4cFind the pronunciation of a word.





LAFS.8.L.3.AP.4dFind the synonym for

Identify the purpose or use of reference materials (e.g.,

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Standard Access Points Essential Understandingsa word. dictionaries, glossaries and

thesauruses).LAFS.8.L.3.AP.4eFind the precise meaning of a word.






(e.g. verbal irony, puns) in context.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.8.L.3.AP.5aUse literacy devices (e.g., similes, metaphors, hyperbole, personification, imagery) in narrative writing.

(Narrative) Identify a sentence that uses

a literary device (e.g., similes, metaphors, hyperbole, personification and imagery).

Write a sentence using a literary device (e.g., similes, metaphors, hyperbole, personification and imagery).

LAFS.8.L.3.AP.5bDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).



LAFS.8.L.3.AP.5cUse the relationship

For a given pair of words, determine the relationship between the words

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Standard Access Points Essential Understandingsbetween particular words to better understand each of the words.

(e.g., cause/effect, part/whole and category).

LAFS.8.L.3.AP.5dIdentify irony within a text or media.

Identify a phrase that contains a simile from a list. Identify a phrase that contains a metaphor from a list.



Define alliteration. Identify a phrase or sentence

that contains alliteration from a list.








LAFS.8.L.3.AP.5e Identify a phrase that contains a simile from a list.

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Standard Access Points Essential UnderstandingsIdentify a pun within a text or media.

Identify a phrase that contains a metaphor from a list












LAFS.8.L.3.AP.5fInterpret figures of speech (e.g., allusions, verbal irony, puns) in context.


Sort a list of phrases into three groups – similes,

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Standard Access Points Essential Understandingsmetaphors and literal (not a simile or a metaphor).













Identify which general academic or domain-specific vocabulary, from a list, completes a sentence.


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Standard Access Points Essential UnderstandingsUse general academic and domain-specific words and phrases accurately.

use newly acquired words to answer questions.

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GRADE: 9-10Domain: LITERATURE

Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.9-10.RL.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.9-10.RL.1.AP.1aUse two or more pieces of evidence to support inferences.

Determine the plot, purpose or theme within a text. Cite evidence that supports

an inference, conclusion or summary within the text.

LAFS.9-10.RL.1.AP.1bUse two or more pieces of textual evidence to support conclusions.

Match evidence to a provided summary.

Identify a summary of the plot of the selected text.

Find evidence for a conclusion from a selected text.

Find evidence for a selected inference from a text.

LAFS.9-10.RL.1.AP.1cUse two or more pieces of evidence to support the summary of the text.

Identify literary elements to develop a text summary (e.g., characters, setting, plot, conflict and resolution).

LAFS.9-10.RL.1.AP.1dDetermine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.

Understand the meanings of inferences, conclusions and summaries of the text.

Find context clues, main idea/detail, author’s purpose, theme, sequencing, and/or cause and effect.

LAFS.9-10.RL.1.2Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.9-10.RL.1.AP.2aDetermine the theme or central idea of an adapted grade-appropriate text.

Understand the theme and/or central idea.

Distinguish the theme of a text from a list.

LAFS.9-10.RL.1.AP.2bDetermine how the theme develops.

Identify theme of a text from a list.

Locate important details to identify the theme.

Understand how the theme develops over time in a text.

Map the theme throughout a text using evidence.

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Standard Access Points Essential UnderstandingsLAFS.9-10.RL.1.AP.2cDetermine how key details support the development of the theme of an adapted grade-appropriate text.

Identify the theme of a text from a list. Locate important details to

identify the theme.

LAFS.9-10.RL.1.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

LAFS.9-10.RL.1.AP.3aIdentify a character with multiple or conflicting motivations (i.e., a complex character).

Define complex character (i.e., you know more details about the character’s life).

LAFS.9-10.RL.1.AP.3bDelineate how a complex character develops over the course of a text, interacts with other characters and advances the plot or develops the theme.

List how or why a character’s decisions make them a complex character.

Create a timeline of events (i.e., beginning, middle and ending) that contributes to the development of the complex character in a text.

Identify how a character changes over time by analyzing how the character develops throughout the text.


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Standard Access Points Essential UnderstandingsLAFS.9-10.RL.2.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.9-10.RL.2.AP.4aDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

Define various types of figures of speech.













Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration or allusion).

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Standard Access Points Essential UnderstandingsLAFS.9-10.RL.2.5Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LAFS.9-10.RL.2.AP.5aIdentify the author’s choice of text structure to create meaning (e.g., order of events, flashbacks, foreshadowing).

Identify the author’s effect (e.g., tension, suspense and surprise) for a text.

Identify evidence from the text that contributes to mystery, tension or surprise.

Justify how the author's choice of text structure best fits his/her purpose.

LAFS.9-10.RL.2.6Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

LAFS.9-10.RL.2.AP.6aCompare and contrast works from different cultures with a common theme.

Categorize the main idea for two given texts, finding the common theme (e.g., bravery, triumph and friendship).

Compare and contrast how the different cultures effect the way a theme is developed.

LAFS.9-10.RL.2.AP.6bAnalyze the point of view reflected in a work of literature.

Define point of view. Understand there are multiple

points of view on a given topic (first – e.g., I, me and my; second – e.g., you and yours; and third – e.g., he, she and they).

Determine the point of view of a selected text.

Cluster: Integration of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.9-10.RL.3.7Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

LAFS.9-10.RL.3.AP.7aIdentify what is the same or what is different in two sources or mediums.

Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums (e.g., poems, paintings, video, sculpture and magazine article).

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Standard Access Points Essential UnderstandingsLAFS.9-10.RL.3.9Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

LAFS.9-10.RL.3.AP.9aAnalyze how an author uses specific works with similar themes to build meaning.

Given an excerpt of text, match to a source or reference material written about a similar theme.

Identify how the author builds meaning by comparing work with similar themes.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.9-10.RL.4.10By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

LAFS.9-10.RL.4.AP.10aRead or listen to a variety of texts or adapted texts, including historical novels, classical dramas or plays, poetry, novels, fiction and nonfiction.

Read or be read to a variety of familiar texts or adapted texts.

LAFS.9-10.RL.4.AP.10bUse strategies to derive meaning from a variety of texts and mediums.

Build prior knowledge. Use predicting to understand

texts. Make text-to-text, text-to-self

and text-to-world connections.

Use summarizing to demonstrate understanding of texts.

Identify main ideas and details.


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Standard Access Points Essential UnderstandingsLAFS.9-10.RI.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.9-10.RI.1.AP.1aUse two or more pieces of evidence to support inferences, conclusions or summaries.



Identify a summary from an informational text.

Identify details to support the inference, conclusion or summary.

LAFS.9-10.RI.1.AP.1bDetermine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries in a text.

Identify the specific pieces of evidences (e.g., main idea, pictures, graphs, specific sentences and details) for inference, conclusion and/or summary from a selected text.

Categorize the evidences into the three categories: inference, conclusion and/or summary.

Choose the strongest piece of evidence in each category.

LAFS.9-10.RI.1.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.9-10.RI.1.AP.2aDetermine the central idea of a text.

Identify the main idea in a text.

LAFS.9-10.RI.1.AP.2bDetermine how the central idea develops.


Identify key details that link to the main idea.

Identify how the key details support the main idea.

LAFS.9-10.RI.1.AP.2cDetermine how key details support the development of the central idea of a text or an adapted grade- appropriate text.


Identify key details that link to the main idea.

Identify how the key details support the central idea.

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Standard Access Points Essential UnderstandingsLAFS.9-10.RI.1.AP.2dProvide/create an objective summary of a text or an adapted grade-appropriate text.



Write a factual summary/statement about the text.

LAFS.9-10.RI.1.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

LAFS.9-10.RI.1.AP.3aAnalyze key points throughout a text to determine the organizational pattern or text structure.

Identify key ideas in a text. Determine the text structure

(e.g., description, sequence and order, compare and contrast, cause and effect, or problem/solution) for a text.

Identify how transitional/signal words help develop ideas or events.

LAFS.9-10.RI.1.AP.3bIdentify connections between key points.

Identify key ideas in a text. Identify the type of signal

words that connect key points.


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Standard Access Points Essential UnderstandingsLAFS.9-10.RI.2.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

LAFS.9-10.RI.2.AP.4aDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

Define the various figures of speech.





that contains alliteration from a list. Identify a phrase that contains allusion or personification from a list.

Identify a phrase, sentence or paragraph that contains irony from a list





LAFS.9-10.RI.2.AP.4bAnalyze the use of figurative, connotative or technical terms on the meaning or tone of text.

Define connotative meaning. Identify the tone or meaning

of a text. Identify figurative,

connotative or technical terms within a text.

LAFS.9-10.RI.2.5Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a

LAFS.9-10.RI.2.AP.5aAnalyze in detail how an author’s ideas or claims are developed.

Find a claim the author makes in the text.

List/highlight one or more sentences that support the claim.

Compare similar claims/evidence from two

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Standard Access Points Essential Understandingssection or chapter). texts.

Look for connections between ideas or claims to understand how the ideas are developed.

LAFS.9-10.RI.2.AP.5bIdentify key sentences or paragraphs that support claims.



Identify and match what sentences support which claims.

Compare similar claims/evidence from two texts.

LAFS.9-10.RI.2.6Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

LAFS.9-10.RI.2.AP.6aDetermine the author’s point of view or purpose in a text.

Identify what an author tells about a topic.

Identify the author’s purpose in telling about a topic.

Identify the author's point of view (e.g., choice of strong words that state an opinion or feeling, descriptions, what is not in the text, and/or choice of details).

LAFS.9-10.RI.2.AP.6bDetermine/identify the specific language/words that the author uses to advance the point of view or purpose.


Identify the author's point of view or purpose (e.g., choice of strong words that state an opinion or feeling, descriptions, what is not in the text, and/or choice of details).

LAFS.9-10.RI.2.AP.6cDevelop and explain ideas for why authors made specific word choices within text.

List words that provide description or detail (specificity) that an author uses in a sentence or short paragraph.

Identify synonyms for specific words that an author uses (from, e.g., a list and thesaurus).


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Standard Access Points Essential UnderstandingsLAFS.9-10.RI.3.7Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

LAFS.9-10.RI.3.AP.7aCompare and contrast various accounts of a subject in two or more mediums.

Identify, from print sources, information about the topic of the informational report.

Identify, from digital sources, information about the topic of the informational report.

Compare/contrast how the topic is portrayed in each medium.

LAFS.9-10.RI.3.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

LAFS.9-10.RI.3.AP.8aIdentify claims and arguments made by the author.

Find a claim/argument the author makes in the text.


LAFS.9-10.RI.3.AP.8bDelineate/trace the author’s argument and specific claims.

Find a specific claim/argument the author makes in the text.

List/highlight one or more sentences that support the claim/argument.

Compare similar claims/arguments and find specific supporting evidence from two texts.

LAFS.9-10.RI.3.AP.8cEvaluate the argument/claims that the author makes to determine if the statements are true or false.

Find a claim or argument in a text.

List at least two pieces of evidence the author uses to support their claim.

Find at least two independent sources to see if evidence supporting the claim/argument is true or false.

Compare similar claims/arguments and find supporting evidence from two texts.

Decide whether the arguments are true or false based on the support.

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Standard Access Points Essential UnderstandingsDelineate the argument and specific claims in two or more texts or adapted grade-appropriate texts on related topics.

makes in the text. List/highlight one or more

sentences that support the claim.

Explain how the two claims relate to one another.

Compare similar claims/arguments and find specific supporting evidence from two texts.

LAFS.9-10.RI.3.AP.8eAssess the validity of the arguments across texts on related topics.



Find at least two independent sources to see if evidence supporting the claim/argument is true or false.

Decide whether the arguments are true or false based on the support.

LAFS.9-10.RI.3.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter From Birmingham Jail"), including how they address related themes and concepts.

LAFS.9-10.RI.3.AP.9aIdentify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").

Identify main idea/theme from a U.S. document of significance.

Identify main idea/theme from several documents.

LAFS.9-10.RI.3.AP.9bAnalyze how seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four


Identify main idea/theme from several documents.

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Standard Access Points Essential UnderstandingsFreedoms speech, King’s "Letter from Birmingham Jail"), address similar central ideas.

address similar central ideas.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.9-10.RI.4.10By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

LAFS.9-10.RI.4.AP.10aRead or listen to a variety of texts, including biographies, essays, speeches, journals and news articles.


LAFS.9-10.RI.4.AP.10bRead or listen to challenging grade-appropriate texts.

Independently read using appropriate technology (e.g., audio books and technology programs).

Participate in an oral cloze reading of the text.

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Standard Access Points Essential UnderstandingsLAFS.9-10.RI.4.AP.10cUse a variety of strategies to derive meaning from a variety print/non-print texts.

Identify the type of informational text (e.g., literary nonfiction, expository texts, argument or persuasive texts, or procedural texts).

Draw relationships within information texts to derive meaning (i.e., combine what was learned from text with what was learned from information presented visually).

Use summarizing to derive meaning from informational texts (i.e., monitor comprehension using a graphic organizer).

Use synthesizing to derive meaning from informational texts (i.e., taking information from multiple, diverse sources).


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Standard Access Points Essential UnderstandingsLAFS.9-10.W.1.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.9-10.W.1.AP.1aIntroduce claim(s) for an argument that reflects knowledge of the topic.

(Persuasive) Identify the claim within a

persuasive text. Match claims to an argument. Identify context that

establishes the importance of a provided claim.

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.1.AP.1bIdentify claim(s) from alternate or opposing claims(s) in writing.

(Persuasive) Identify claims for a given argument. Identify claims that oppose a given

argument.LAFS.9-10.W.1.AP.1cCreate a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and relevant evidence for each, provides conclusion) developing relationships among claim(s), reason and evidence.

(Persuasive) Identify a reason/evidence

that supports a claim within a persuasive text.

Use a template to outline a claim, reasons and evidence.

Create a writing organizational structure (i.e., introduce claim(s), distinguish supporting and opposing claims and relevant evidence for each, provide conclusion) developing relationships among claim(s), reason(s) and evidence.

LAFS.9-10.W.1.AP.1dIdentify evidence for claim(s) and counterclaim(s).

(Persuasive) Identify evidence for a claim. Identify evidence that is most

relevant/important/convincing for a provided claim.

Identify evidence for a counterclaim.

LAFS.9-10.W.1.AP.1eDevelop clear claim(s) with specific evidence for a topic or text.

(Persuasive) Identify appropriate words,

phrases, and/or clauses to help support claims and/or evidence within a persuasive text.

Identify words, phrases and clauses that clarify the relationship among claims, counterclaims, reasons and evidence.

List word, phrases and clauses which might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” and “A second point that should be made”).

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.1.AP.1fUse words, phrases and clauses to create cohesion within writing.

(Persuasive) Teach vocabulary: cohesion. Identify appropriate words,

phrases and/or clauses to help support claims and/or evidence within a persuasive text.

LAFS.9-10.W.1.AP.1gUse words, phrases and clauses to clarify the relationship among claims, counterclaims, reasons and evidence.




Locate signal/transitional words to link claims and reasons.

List word, phrases and clauses which might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” and “A second point that should be made”).

LAFS.9-10.W.1.AP.1hMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, and voice should be active versus passive).

(Persuasive) Distinguish third-person


Distinguish active voice from passive voice.

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.1.AP.1iProvide a concluding statement or section that supports the argument presented by stating the significance of the claim.

(Persuasive) Develop a short list of the

most important ideas from a provided text to include in a concluding statement or section.

Identify an appropriate concluding statement/section based upon claim(s) within a persuasive text.

LAFS.9-10.W.1.2Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.a. Introduce a topic;

organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant and sufficient facts; extended definitions; concrete details; quotations; or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion

LAFS.9-10.W.1.AP.2aCreate an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples) to support paragraph focus.


items in various categories (e.g., description, classification, compare/contrast and cause/effect).

Identify the text structure of a provided text (e.g., cause/effect, compare/contrast, descriptions and examples).

Outline a list of key ideas, concepts and information from a provided text.

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Standard Access Points Essential Understandingsand clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LAFS.9-10.W.1.AP.2bProvide a clear introduction previewing information to follow and summarizing stated focus.



Within the introduction to an informational text, state the topic and the central idea.

LAFS.9-10.W.1.AP.2cProvide relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate for the audience.





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Standard Access Points Essential Understandings List characteristics of a given

audience that might change the focus of the writing.

LAFS.9-10.W.1.AP.2dUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.


or phrases within a given text that connect ideas and create cohesion

(e.g., “A second kind of” and “In the same way”).


LAFS.9-10.W.1.AP.2eUse precise language and domain-specific vocabulary to manage the complexity of the topic.

(Informational) Identify precise language and

domain-specific vocabulary within an informational text that is appropriate to the specific topic.

Identify the most descriptive or specific noun/verb appropriate for provided text (e.g., instead of

“Volcanoes blow up.” use “Mt. Vesuvius erupted.”).


LAFS.9-10.W.1.AP.2fMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).



Identify specific styles of writing (e.g., expository or argumentative, descriptive, persuasive and narrative).


LAFS.9-10.W.1.AP.2gProvide a concluding statement or section


concluding section for a

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Standard Access Points Essential Understandingsthat follows from and supports the information or explanation presented.

provided informational text. Develop a short list of the

most important ideas from a provided text to include in a concluding statement or section.

LAFS.9-10.W.1.AP.2hReport on a topic, using a logical sequence of ideas, appropriate facts and relevant, and descriptive details that support the main ideas.





LAFS.9-10.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build

LAFS.9-10.W.1.AP.3aEngage and orient the reader by setting out a problem, situation or observation and establishing one or multiple point(s) of view.

(Narrative) Choose an engaging

beginning of a story from provided choices.

Identify the text that establishes a problem within the story.

Identify the point of view within the story.

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Standard Access Points Essential Understandingson one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

LAFS.9-10.W.1.AP.3bEngage and orient the reader to the narrator and/or characters.



Identify the narrator and characters within a story.


Link points of view to the characters from a story.

LAFS.9-10.W.1.AP.3cProduce a narrative that includes dialogue that advances the plot or theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives).

(Narrative) Understand the term

“dialogue.” Add dialogue in a story. Add dialogue to a story that

advances the plot or theme (e.g., reveals character motivation, feelings and thoughts; and/or how character has changed perspectives).

LAFS.9-10.W.1.AP.3dInclude plot techniques and pacing (e.g., flashback, foreshadowing suspense) as appropriate in writing.

(Narrative) Define plot techniques and

pacing as flashback, foreshadowing and suspense.

Identify plot techniques and pacing (e.g., flashback, foreshadowing and suspense)

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Standard Access Points Essential Understandingsas appropriate in the writing of others.

In a writing piece add plot techniques or pacing.

LAFS.9-10.W.1.AP.3eSequence events so that they build on one another to create a coherent whole.

(Narrative) Sequence events of

beginning, middle and ending within a text.

Create a progression of experiences or events for a familiar experience or event (e.g., “Write a story about your trip to the county fair describing each experience you had in detail.”).

LAFS.9-10.W.1.AP.3fCreate a smooth progression of experiences or events.


beginning, middle and ending within a text.

Add transitional words to link ideas and events in a story.


LAFS.9-10.W.1.AP.3gUse precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.


phrases, relevant details and/or sensory language that convey experiences, events, setting and/or characters in a provided text.

Add precise words and phrases and relevant details to a familiar story.

LAFS.9-10.W.1.AP.3hProvide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the

(Narrative) Add an appropriate conclusion to a

provided or to an original story.

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Standard Access Points Essential Understandingsnarrative.

Cluster: Production and Distribution of WritingStandard Access Points Essential UnderstandingsLAFS.9-10.W.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.9-10.W.2.AP.4aProduce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) or audience (e.g., reader).

(Informational) Given a specific purpose to inform,


LAFS.9-10.W.2.AP.4bProduce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain) or audience.

(Narrative) Given a specific purpose to narrate,


LAFS.9-10.W.2.AP.4cProduce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to argue) or audience.

(Persuasive) Given a specific purpose to

persuade, produce a permanent product (i.e., identify text appropriate to the purpose, identify descriptive sentences and identify a concluding statement).

LAFS.9-10.W.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.9-10.W.2.AP.5aDevelop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.

(Informational) Identify a topic for an

informational text to be written.

Identify information that will be included in a text to be written.

Develop a plan for an original text, based on the topic and information identified earlier, including a conclusion for the text.

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.2.AP.5bWith guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

(Narrative) Choose a topic for a story to

be written. List story elements that will

be included in a story to be written.

Develop a story line for an original story, based on the topic and story elements written earlier, including a conclusion for the story.

LAFS.9-10.W.2.AP.5cDevelop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument) focused on a specific purpose and audience.

(Persuasive) Choose a topic for a

persuasive text to be written. List information that will be

included in a text to be written.

List transitional words to clarify relationships between claims and counterclaims.

Develop a plan for an original text, based on the topic and information written earlier, including a conclusion for the text.

LAFS.9-10.W.2.AP.5dStrengthen writing by revising and editing.


checklist or model text) to edit a draft by attending to common writing conventions (e.g., mechanics, usage and sentence formation).

(Informational) (Persuasive) Add text that contributes to the

meaning of the provided text.LAFS.9-10.W.2.AP.5eStrengthen writing by revising and editing (e.g., review product, strengthening story).

(Across Text Types) Use a support (e.g., an editing

checklist or model text) to edit a draft by attending to common writing conventions (e.g., mechanics, usage and sentence formation).

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Standard Access Points Essential Understandings(Narrative) Add text that contributes to a

provided story. Remove text that does not

contribute to the provided story.

Rearrange provided text to create cohesion.

LAFS.9-10.W.2.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

LAFS.9-10.W.2.AP.6aUse technology to produce and publish writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).

(Across Text Types) Use the Internet to gather

information to include in writing.

Use features of technology (e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

Production and Distribution of WritingStandard Access Points Essential UnderstandingsLAFS.9-10.W.3.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.9-10.W.3.AP.7aFollow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

(Informational) Identify a topic for a short

research project that answers a question or solves a problem.

Conduct a simple search using various resources.

Organize information related to the topic.

Draft the research project. Complete a short research

project.

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.3.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

LAFS.9-10.W.3.AP.8aGather (e.g., highlight, quote or paraphrase from source) relevant information about the topic from authoritative print and/or digital sources.

(Informational) Find sources (e.g., library

books, magazines and Internet) that relate to a given informational topic.

Gather information (e.g., highlight and take notes) from provided sources to answer a question.

Find information (using search tools) to include in the writer’s informational text.

LAFS.9-10.W.3.AP.8bGather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.




LAFS.9-10.W.3.AP.8cIntegrate information presented by others into the writing product while avoiding plagiarism.

(Persuasive) Define plagiarism. Accurately quote others when

presenting a persuasive argument.

Provide a citation where information is attributed to others.

(Informational) Accurately quote others when

presenting in an informational writing product.

Provide a citation where information is attributed to others.

LAFS.9-10.W.3.AP.8dUse a standard format to write citations.



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Standard Access Points Essential UnderstandingsLAFS.9-10.W.3.AP.8eAvoid plagiarism when integrating multiple sources into a written text or when discussing/referring to text.

(Persuasive) Define plagiarism. Identify in given writing



Use a standard format to write citations.

(Informational) Define plagiarism. Identify in given writing


Accurately quote others in writing.

LAFS.9-10.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

LAFS.9-10.W.3.AP.9aProvide evidence from literary or information texts to support analysis, reflection and research.

(Across Text Types) Identify evidence to use

within an informational or persuasive text to support the point the writer is trying to make.

Match evidence to provided points from an informational or persuasive text.

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Standard Access Points Essential UnderstandingsLAFS.9-10.W.3.AP.9bEvaluate an argument within a text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.

(Persuasive) Define key terms: valid,

relevant and reasoning. Evaluate a provided

argument to determine if reasoning is valid and accurate.

Evaluate a provided argument to determine if reasoning is relevant to the argument.

Evaluate a provided argument to determine if reasoning is sufficient to make the argument.

LAFS.9-10.W.3.AP.9cRefine writing to assure accuracy/authenticity (historical, geographical, technical).

(Narrative) Define key term:

accuracy/authenticity. Edit a writing piece for

accuracy.

Cluster: Range of WritingStandard Access Points Essential UnderstandingsLAFS.9-10.W.4.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LAFS.9-10.W.4.AP.10aWrite routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.


LAFS.9-10.W.4.AP.10bWrite routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.


Students regularly plan, write drafts, edit, revise, and publish their writing throughout the school year.

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Domain: SPEAKING & LISTENINGCluster: Comprehension and CollaborationStandard Access Points Essential UnderstandingsLAFS.9-10.SL.1.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions

prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and

LAFS.9-10.SL.1.AP.1aClarify, verify or challenge ideas and conclusions within a discussion on a given topic or text.

Identify key points from a given text.

Use evidence or ideas within a text to challenge or clarify a given statement.

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Standard Access Points Essential Understandingsconclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.9-10.SL.1.AP.1bSummarize points of agreement and disagreement within a discussion on a given topic or text.

Sort points of agreement and disagreement (e.g., T-chart, Venn diagram or other graphic organizers).

LAFS.9-10.SL.1.AP.1cUse evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding.

Using the previous graphic organizer (points of agreement), indicate the evidence given in the text that supports each claim.

Use the evidence to support own view or understanding.

LAFS.9-10.SL.1.AP.1dWork with peers to set rules for collegial discussions and decision making.

Complete sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

Address appropriate tone, volume, eye contact and inflections, for example.

LAFS.9-10.SL.1.AP.1eActively seek the ideas or opinions of others in a discussion on a given topic or text.

Use sentence stems to seek the ideas or opinions of others.

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Standard Access Points Essential UnderstandingsLAFS.9-10.SL.1.AP.1fEngage appropriately in discussion with others who have a diverse or divergent perspective.

Complete sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

Address appropriate tone, volume, eye contact and inflections.

Identify common agreements and disagreements with others on a common or familiar topic.

LAFS.9-10.SL.1.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

LAFS.9-10.SL.1.AP.2aAnalyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

Given a topic or text, list various sources of information (e.g., encyclopedia, dictionary, Facebook, Wikipedia and Google search engine).

List the various findings from the sources.

Discuss the accuracy of the presented information. Identify characteristics of credible sources of information.

LAFS.9-10.SL.1.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LAFS.9-10.SL.1.AP.3aDetermine the speaker’s point of view or purpose in a text.




Identify the author’s opinion about the topic.

LAFS.9-10.SL.1.AP.3bDetermine what arguments the speaker makes.

Find a claim/argument the author makes in the text.


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Standard Access Points Essential UnderstandingsLAFS.9-10.SL.1.AP.3cEvaluate the evidence used to make the argument.



Use at least two independent sources to see if evidence supporting the claim/argument is true or false.

LAFS.9-10.SL.1.AP.3dEvaluate a speaker’s point of view, reasoning and use of evidence for false statements, faulty reasoning or exaggeration.

(Persuasive) Identify which speaker’s point

of view, reasoning and use of evidence contain false statements, faulty reasoning or exaggeration.

Cluster: Presentation of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.9-10.SL.2.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

LAFS.9-10.SL.2.AP.4aOrally report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.





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Standard Access Points Essential UnderstandingsLAFS.9-10.SL.2.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

LAFS.9-10.SL.2.AP.5aInclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

(Across Text Types) Identify from provided

choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).



LAFS.9-10.SL.2.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LAFS.9-10.SL.2.AP.6aRecognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).


Domain: LANGUAGECluster: Conventions of Standard English

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel structure.b. Use various types of

phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

LAFS.9-10.L.1.AP.1aUse parallel structure (e.g., when using gerunds [-ing], infinitives, or voice [active or passive]) within writing or speaking).



With guidance and support, identify verbs in indicative, imperative, interrogative, conditional and/or subjunctive moods in writing.



LAFS.9-10.L.1.AP.1bUse various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey meaning and add interest to writing.

Identify various types of phrases (e.g., noun, verb, adjectival, adverbial, participial, prepositional and absolute) and clauses (e.g., independent and dependent; and noun, relative and adverbial) to convey meaning and add interest to writing.

LAFS.9-10.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.a. Use a semicolon, with or

without a conjunctive adverb, to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

LAFS.9-10.L.1.AP.2aUse a semicolon (i.e., to link two or more related independent clauses) appropriately in writing.

(Across Text Types) Identify sentences that need a

semicolon (e.g., What …, When …, and Why …).

Insert semicolons into a given paragraph correctly.

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.1.AP.2bUse a colon (i.e., to introduce a list or quotation) appropriately in writing.

(Across Text Types) Identify sentences that need a

colon (e.g., What …, When …, and Why …).

Insert colons into a given paragraph correctly.

LAFS.9-10.L.1.AP.2cSpell correctly in writing.

Use spelling features typically representative of Letter Name spellers (e.g., beginning consonants, ending consonants, preconsonatal nasals, medial vowels and affricates)

Use spelling features typically representative of Within Word spellers (i.e., long-vowel patterns [e.g., ai, ue, oa and ee], long-vowel patterns with silent e marker, ambiguous-vowel patterns [e.g., ou, ow and oi], and r-controlled vowels).



Understand common spelling errors in writing.

Use resources (e.g., predictive text, spell check, dictionary and peer/teacher).

Cluster: Knowledge of Language

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.2.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it

conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

LAFS.9-10.L.2.AP.3a (Across Text Types) Identify the editing

guideline(s) for a specific situation from a list within a style manual.

Knowledge of Language

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the

overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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


LAFS.9-10.L.3.AP.4aVerify the prediction of the meaning of a new word or phrase.

Use word parts (e.g., affixes and roots) to help predict the meaning of an unknown word.


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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.AP.4bFind the synonym for a word.


Identify the various types of context clues to include restatement or definition.

LAFS.9-10.L.3.AP.4cFind the precise meaning of a word.


Identify guide words. Identify the definition when

presented with the entire listing of a word from a dictionary.



LAFS.9-10.L.3.AP.4dFind the part of speech for a word.

Define/review the various parts of speech (e.g., noun and adjective).



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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.AP.4eUse context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) as a clue to the meaning of a word or phrase.





Use various types of context clues like definition/explain, restatement/synonym, contrast/antonym, inference and punctuation.


LAFS.9-10.L.3.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Interpret figures of

speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

LAFS.9-10.L.3.AP.5aInterpret how literary devices advance the plot or affect the tone or pacing of a work.

Match the use of flashback to a provided text.

Match the use of foreshadowing to a provided text

Define tone and how the author's attitude affects the story's plot.

Discuss and define the various types of literary devices.

Match the use of cliff hanger to a provided text.

Match the use of a red herring to a provided text.

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.AP.5bIdentify the denotation for a known word.



Explain the difference between denotative and connotative language.

LAFS.9-10.L.3.AP.5cExplain differences or changes in the meaning of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).



Explain the difference between denotative and connotative meaning.

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.AP.5dIdentify an oxymoron in a text.

Explain the various figures of speech.














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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.AP.5eInterpret figures of speech in context.

Define various kinds of figures of speech.

Identify a phrase that contains a simile within context.

Identify a phrase that contains a metaphor within context.


Identify an idiom or proverb within context.

Define alliteration and identify a phrase or sentence that contains alliteration within context.

Identify a phrase that contains allusion or personification within context.

Identify a phrase, sentence or paragraph that contains irony within context.

Identify the sentence that contains a pun within context. Identify allusions and personifications within context.

Identify a phrase that contains an oxymoron within context. Identify a phrase that contains hyperbole within context.

Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences from the text.

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Standard Access Points Essential UnderstandingsLAFS.9-10.L.3.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

LAFS.9-10.L.3.AP.6aUse grade-appropriate general academic and domain-specific words and phrases accurately within writing.

(Across Text Types) Identify which general

academic or domain-specific vocabulary, from a list, completes a sentence.


LAFS.9-10.L.3.AP.6bUse newly acquired domain-specific words and phrases accurately.


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GRADE: 11-12Domain: LITERATURE

Cluster: Key Ideas and DetailsStandard Access Points Essential UnderstandingsLAFS.11-12.RL.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

LAFS.11-12.RL.1.AP.1aUse two or more pieces of evidence to support inferences, conclusions or summaries of the plot, purpose or theme within a text.

Identify a summary of the plot of a literary text.

Identify the theme of a literary text.

Identify details to support the plot or theme of the text.

LAFS.11-12.RL.1.AP.1bDetermine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries or text.

Identify which evidence is the strongest support for the summary of the plot of the literary text.

Find the strongest evidence for a conclusion from a provided text.

Find the strongest evidence for a selected inference from a provided text.



LAFS.11-12.RL.1.AP.1cUse evidence to support conclusions about ideas not explicitly stated in the text.

Identify a summary of the plot of the literary text.

Find evidence for a conclusion from a provided text.

Find evidence for a selected inference from a provided text.



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Standard Access Points Essential UnderstandingsLAFS.11-12.RL.1.2Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

LAFS.11-12.RL.1.AP.2aDetermine two or more themes or central ideas of an adapted grade-appropriate text.


Map a theme throughout text using evidence.

Identify the central theme of a text.

LAFS.11-12.RL.1.AP.2bDetermine how the theme develops.


Map a theme throughout text using evidence.

Map the development of the central idea throughout the text.

LAFS.11-12.RL.1.AP.2cProvide/create an objective summary of a text.

Identify a summary of the plot of the literary text.

Find evidence for a conclusion from a provided text.

Find evidence for a selected inference from a provided text.



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Standard Access Points Essential UnderstandingsLAFS.11-12.RL.1.3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

LAFS.11-12.RL.1.AP.3aAnalyze the author’s choices about what is developed and included in the text and what is not developed and included related to story elements.

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.)


Identify the overall meaning. Given story elements for a

text, discuss why author would select the information in each element over other choices (e.g., “Why did the author in Lord of the Flies put the boys on an island instead of an apartment building in a city?”).

Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.

Identify story elements that are included but not developed.

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Standard Access Points Essential UnderstandingsLAFS.11-12.RL.1.AP.3bAnalyze the author’s choices about how to relate elements of the story (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.)


Identify the overall meaning. Given story elements for a

text, discuss why the author would select the information in each element over other choices (e.g., “Why did the author in Lord of the Flies put the boys on an island instead of an apartment building in a city?”).

Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.


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Standard Access Points Essential UnderstandingsLAFS.11-12.RL.2.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

LAFS.11-12.RL.2.AP.4aDetermine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes and idioms) and connotative meanings.

Define connotative meanings of words.













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Standard Access Points Essential UnderstandingsLAFS.11-12.RL.2.5Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

LAFS.11-12.RL.2.AP.5aAnalyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.

Identify elements of a story’s plot (e.g., exposition, rising action, climax, falling action and resolution.) Identify the author’s effect (e.g., tension, suspense and surprise).

Identify the overall meaning. Identify how the author's

choice of structure helps develop the meaning of the story.

LAFS.11-12.RL.2.6Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

LAFS.11-12.RL.2.AP.6aDefine satire, sarcasm and irony.

Choose from a given list examples of satire, sarcasm and irony.

LAFS.11-12.RL.2.AP.6bDifferentiate what is directly stated in a text from what is meant.

Choose from a given list examples of satire, sarcasm and irony.

Distinguish what is stated from what is implied.

Cluster: Integration of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.11-12.RL.3.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

LAFS.11-12.RL.3.AP.7aAnalyze multiple interpretations of a story, drama or poem (e.g., recorded or live productions of a play or recorded novel or poetry), evaluating how each version interprets the source text.

Categorize all story elements for a source text and either a story, drama or poem written from the source text (e.g., match the setting of a text to “setting” and match the characters in a text to “character”).

LAFS.11-12.RL.3.9Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,

LAFS.11-12.RL.3.AP.9aDemonstrate knowledge of eighteenth, nineteenth- and early-twentieth-century

Given categories for comparison, outline information from two texts on a similar topic from the same time period.

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Standard Access Points Essential Understandingsincluding how two or more texts from the same period treat similar themes or topics.

foundational works of American literature, including how two or more texts from the same period treat similar themes or topics (e.g., historical reflection, social and morals).

comparison, outline information from two texts on a similar theme from the same time period.

Cluster: Range of Reading and Level of Text ComplexityStandard Access Points Essential UnderstandingsLAFS.11-12.RL.4.10By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

LAFS.11-12.RL.4.AP.10aRead or listen to a variety of texts or adapted texts including historical novels, periodicals, classical dramas or plays, poetry, novels, fiction and nonfiction.

Read or be read to a variety of texts or adapted texts of fiction and nonfiction.

LAFS.11-12.RL.4.AP.10bIndependently read or listen to texts or grade-appropriate adapted texts.

Read independently using appropriate supports (e.g., audio books and technology programs).

LAFS.11-12.RL.4.AP.10cUse a variety of strategies to derive meaning from a variety of texts.






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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

LAFS.11-12.RI.1.AP.1aUse two or more pieces of evidence to support inferences, conclusions or summaries of text or an adapted grade-appropriate text.


Define what the major evidences for the inference are.


Define the strongest evidence to draw a conclusion.



LAFS.11-12.RI.1.AP.1bDetermine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries in a text.





LAFS.11-12.RI.1.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

LAFS.11-12.RI.1.AP.2aDetermine two or more central ideas of a text.

Identify one main idea in a text.

Identify two or more main ideas in a text.

List key details that support each main idea.

Identify how the main ideas connect to build a central idea.

LAFS.11-12.RI.1.AP.2bDetermine how the central ideas develop.




Identify how the main ideas connect and support the central ideas.

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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.1.AP.2cDetermine how key details support the development of the central idea of a text or an adapted grade- appropriate text.




Identify the relationship between key details to make connections for the central idea.

LAFS.11-12.RI.1.AP.2dProvide/create an objective summary of a text.



Identify a factual summary/statement about the text. Identify overall meaning of the text.

LAFS.11-12.RI.1.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

LAFS.11-12.RI.1.AP.3aAnalyze key points throughout a text to determine the organizational pattern or text structure.


Determine text structure for a text.

List key signal/transitional words that help determine text structure.

LAFS.11-12.RI.1.AP.3bAnalyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the text.

Identify a set of ideas or sequence of events within an informational text.

Outline points for a given argument.


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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.2.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

LAFS.11-12.RI.2.AP.4aDetermine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes and idioms) and connotative meanings.














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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.2.5Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

LAFS.11-12.RI.2.AP.5aAnalyze the structure an author uses in his or her exposition or argument.

Identify the text structure/patterns of organization within a text.



LAFS.11-12.RI.2.AP.5bEvaluate the effectiveness of the structure an author uses in his or her exposition or argument, to determine whether the structure makes points clear and convincing.


Determine how the text structure the author uses helps strengthen the argument.


LAFS.11-12.RI.2.6Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

LAFS.11-12.RI.2.AP.6aDetermine the author’s point of view or purpose in a text.





LAFS.11-12.RI.2.AP.6bDetermine what arguments the author makes.

Identify the author’s stance about the topic.

Identify whether the author is biased or unbiased about the topic.

LAFS.11-12.RI.2.AP.6cDetermine/identify the specific language/words that the author uses that contribute to the power, persuasiveness or beauty of the text.

List the examples of the figurative language used by the author (e.g., similes, metaphors, alliterations and onomatopoeias).

Determine how word choice affects text.

Cluster: Integration Knowledge and Ideas

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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.3.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

LAFS.11-12.RI.3.AP.7aIntegrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Locate information within a text related to a given topic to solve a problem.

Determine the usefulness of the information for a given topic that helps address a question.

LAFS.11-12.RI.3.8Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

LAFS.11-12.RI.3.AP.8aIdentify claims made by the author as being fact or opinion.


Identify the difference between fact and opinion.


Use at least two independent sources to see if evidence supporting the claim/argument is a fact.

LAFS.11-12.RI.3.AP.8bDistinguish reliable sources from non-reliable.




LAFS.11-12.RI.3.AP.8cEvaluate the premises, purposes and argument that the author makes.


Identify the various purposes the author has.



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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.3.AP.8dDelineate the premises, purposes, argument and specific claims in two or more texts on related topics.


Compare similar purposes the author has from two texts.


Compare similar claims/evidence from two text.

LAFS.11-12.RI.3.AP.8eAssess the validity of the premises, purposes and arguments across texts on related topics.


List at least two pieces of evidence the author uses to support their claim


LAFS.11-12.RI.3.9Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

LAFS.11-12.RI.3.AP.9aIdentify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").


List details that support the main idea/theme.

List common key details that two or more documents share.

LAFS.11-12.RI.3.AP.9bAnalyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s "Letter from Birmingham Jail").

Identify main idea/theme from several historical documents.

Identify the purpose of the text.

List common key details that two or more documents share

Examine two or more U.S. documents for literary elements.

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Standard Access Points Essential UnderstandingsLAFS.11-12.RI.4.10By the end of Grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

LAFS.11-12.RI.4.AP.10aRead or listen to a variety of texts, including biographies, essays, speeches, journals and news articles.


LAFS.11-12.RI.4.AP.10bIndependently read challenging grade-appropriate texts.

Independently read using appropriate technology (e.g., audio books and technology programs).

Independently read with guided choice and purpose.

LAFS.11-12.RI.4.AP.10cUse a variety of strategies to derive meaning from a variety of print/non-print texts.

Identify the type of informational text (i.e., literary nonfiction, expository texts, argument or persuasive texts, and procedural texts)

Draw relationships within information texts to derive meaning (e.g., combine what was learned from text with what was learned from information presented visually).

Use summarizing to derive meaning from informational texts (e.g., monitor comprehension using a graphic organizer).

Use synthesizing to derive meaning from informational texts (e.g., taking information from multiple, diverse sources).


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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.11-12.W.1.AP.1aIntroduce claim(s) for an argument that reflects knowledge of the topic.


persuasive text. Match claims to an argument. Identify context that

establishes the importance of a provided claim.

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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.1bUse context or related text to establish the significance of the claim(s).


persuasive text. Identify if the claim is

relevant and valid. Match claims to an argument.

Identify context that establishes the importance of a provided claim.

LAFS.11-12.W.1.AP.1cIdentify claim(s) from alternate or opposing claims(s) in writing

(Persuasive) Identify claims for a given

argument. Identify claims that oppose a

given argument.LAFS.11-12.W.1.AP.1dCreate a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and relevant evidence for each, provide conclusion) logically sequencing claim(s), counterclaims, reason and evidence.

(Persuasive) Identify a reason/evidence

that supports a claim within a persuasive text.

Use a template to outline a claim, reasons and evidence.

Create a writing organizational structure (i.e., introduce claim(s), distinguish supporting and opposing claims and relevant evidence for each, provide conclusion) developing relationships among claim(s), reason(s), and evidence.

LAFS.11-12.W.1.AP.1eSelect the most relevant evidence for claim(s) and counterclaim(s) for use in writing.

(Persuasive) Identify evidence for a claim. Identify evidence that is most



LAFS.11-12.W.1.AP.1fDevelop clear claim(s) with the most relevant evidence for a topic or text.

(Persuasive) Identify evidence for a claim. Identify sufficient evidence for

a provided claim. Identify evidence that is most



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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.1gUse words, phrases and clauses to create cohesion within writing.



Identify words, phrases, and clauses that clarify the relationship among claims, counterclaims, reasons and evidence.


LAFS.11-12.W.1.AP.1hUse words, phrases and clauses to clarify the relationship among claims, counterclaims, reasons and evidence.


phrases and/or clauses to help support claims and/or evidence within a persuasive text.


Locate signal/transitional words to link claims and reasons.


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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.1iMaintain a consistent style and voice throughout writing (e.g., third person for formal style, accurate and efficient word choice, sentence fluency, voice should be active versus passive).

(Persuasive) Distinguish third-person writing from

first-person writing. Distinguish active voice from passive

voice.

LAFS.11-12.W.1.AP.1jProvide a concluding statement or section that supports the argument presented by stating the significance of the claim and/or presenting next steps related to the topic.




LAFS.11-12.W.1.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and

LAFS.11-12.W.1.AP.2aCreate an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples) to support paragraph focus.





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Standard Access Points Essential Understandingsvaried transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LAFS.11-12.W.1.AP.2bProvide a clear introduction previewing information to follow and summarizing stated focus.



Within the introduction to an informational text, state the topic.

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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.2cProvide the facts, extended definitions, concrete details, quotations or other information and examples that are most relevant to the focus and appropriate for the audience.


sort relevant and irrelevant information related to a given topic into the correct categories.



With guidance and support, list characteristics of a given audience that might change the focus of the writing.

LAFS.11-12.W.1.AP.2dUse transitional words, phrases and clauses that connect ideas and create cohesion within writing.


or phrases within a given text that connect ideas and create cohesion

(e.g., “A second kind of” and “In the same way”).


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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.2eUse precise language and domain-specific vocabulary to manage the complexity of the topic.



Identify the most descriptive or specific noun/verb appropriate for provided text (e.g., instead of

“Volcanoes blow up.” use “Mt. Vesuvius erupted.”)



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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the

reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

LAFS.11-12.W.1.AP.3aEngage and orient the reader by setting out a problem, situation or observation and establishing one or multiple point(s) of view.




Link points of view to the characters from a story

Choose a point of view for the story.

Establish a setting and plot for the story.

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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.3bEngage and orient the reader to the narrator and/or characters.

(Narrative) Identify the narrator and

characters. Identify the text that

describes/orients the readers to the narrator or characters.

Link points of view to the characters from a story.

LAFS.11-12.W.1.AP.3cProduce a narrative that includes dialogue that advances the plot or theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives).

(Narrative) Add dialogue in an original story. Add dialogue to a story that

advances the plot or theme (e.g., reveals character motivation, feelings and thoughts; and how character has changed perspectives).

LAFS.11-12.W.1.AP.3dInclude plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.

(Narrative) Identify plot techniques and pacing

(e.g., flashback, foreshadowing and suspense) as appropriate in the writing of others.

LAFS.11-12.W.1.AP.3eUse a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).


beginning, middle, and ending within a text.

Establish a tone for the story. Create a progression of

experiences or events for a familiar experience or event (e.g., “Write a story about your trip to the county fair describing each experience you had in detail.”).

LAFS.11-12.W.1.AP.3fCreate a smooth progression of experiences or events.


beginning, middle, and ending within a text.


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Standard Access Points Essential UnderstandingsLAFS.11-12.W.1.AP.3gUse precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences, events, setting and/or characters.


phrases, relevant details, and/or sensory language that convey experiences, events, setting and/or characters in a provided text.


LAFS.11-12.W.1.AP.3hProvide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

(Narrative) Add an appropriate

conclusion provided story.

Cluster: Production and Distribution of WritingStandard Access Points Essential UnderstandingsLAFS.11-12.W.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.11-12.W.2.AP.4aProduce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) or audience (e.g., reader).



LAFS.11-12.W.2.AP.4bProduce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain) or audience.

(Narrative) Given a specific purpose,


LAFS.11-12.W.2.AP.4cProduce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to argue or support claims) or audience.

(Persuasive) Given a specific purpose, produce a

permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences, and select a concluding statement).

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Standard Access Points Essential UnderstandingsLAFS.11-12.W.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.11-12.W.2.AP.5aDevelop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.

(Informational) Identify a topic for an

informational text to be written.

Identify information that will be included in a text to be written.

Develop a plan for an original text, based on the topic and information identified earlier, including a conclusion for the text.

LAFS.11-12.W.2.AP.5bDevelop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline conclude story).

(Narrative) Choose a topic for a story to

be written. List story elements that will

be included in a story to be written.

Develop a story line for an original story, based on the topic and story elements written earlier, including a conclusion for the story.

LAFS.11-12.W.2.AP.5cDevelop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument).

(Persuasive) Choose a topic for a

persuasive text to be written. List information that will be

included in a text to be written.

Develop a plan for an original text, based on the topic and information written earlier, including a conclusion for the text.

LAFS.11-12.W.2.AP.5dStrengthen writing by revising and editing.



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Standard Access Points Essential Understandings(Informational) (Persuasive) With guidance and support


With guidance and support from peers and adults, remove text that does not contribute to the provided text


LAFS.11-12.W.2.AP.5eStrengthen writing by revising and editing (e.g., review product, strengthening story).

(Narrative) Use a support (e.g., an editing


With guidance and support from adults and peers, add text that contributes to a provided story.



LAFS.11-12.W.2.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LAFS.11-12.W.2.AP.6aUse technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

(Across Text Types) Use the Internet to gather

information to inform writing. With guidance and support,

use features of technology (e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

Cluster: Research to Build and Present Knowledge

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Standard Access Points Essential UnderstandingsLAFS.11-12.W.3.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.11-12.W.3.AP.7aFollow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).




LAFS.11-12.W.3.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

LAFS.11-12.W.3.AP.8aGather (e.g., highlight, quote or paraphrase from source) relevant information about the topic or text from authoritative print and/or digital sources.

(Informational) Find sources (e.g., library

books, magazines and Internet) that relate to a given informational topic.

Gather information (e.g., highlight and take notes) from provided sources to answer a question

Find information (using search tools) to include in the writer’s informational text.

LAFS.11-12.W.3.AP.8bGather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.




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Standard Access Points Essential UnderstandingsLAFS.11-12.W.3.AP.8cIntegrate information presented by others that is determined to be the most appropriate for the task, purpose and audience into the writing product while avoiding plagiarism.



Identify information developed by others that is most relevant for writing.





LAFS.11-12.W.3.AP.8dUse a standard format to write citations.




use a standard format to write citations.


LAFS.11-12.W.3.AP.8eAvoid plagiarism when integrating multiple sources into a written text or when discussing/referring to text.



Identify information developed by others that is most relevant for writing.


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Standard Access Points Essential Understandings(Informational) Identify in given writing where

information attributed to others is utilized.


LAFS.11-12.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

LAFS.11-12.W.3.AP.9aProvide evidence from literary or information texts to support analysis, reflection and research.

Match evidence to provided points from an informational or persuasive text.


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Standard Access Points Essential UnderstandingsLAFS.11-12.W.3.AP.9bEvaluate an argument within a seminal text or adapted text to determine if reasoning is valid;reasoning is accurate; evidence is relevant; and evidence is sufficient.

(Persuasive) Evaluate a provided

argument to determine if reasoning is valid and accurate.

Evaluate an argument to determine if reasoning is relevant to the argument.

Evaluate an argument to determine if reasoning is sufficient to make the argument.

LAFS.11-12.W.3.AP.9cRefine writing to assure accuracy/authenticity (e.g., historical, geographical, technical).

(Narrative) With prompting and support from

peers and adults, evaluate the writing of others for accuracy/authenticity.

Cluster: Range of WritingStandard Access Points Essential UnderstandingsLAFS.11-12.W.4.10Write routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

LAFS.11-12.W.4.AP.10aWrite routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range ofdiscipline-specific tasks, purposes and audiences.


LAFS.11-12.W.4.AP.10bWrite routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.


Domain: SPEAKING AND LISTENINGCluster: Comprehension and Collaboration

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Standard Access Points Essential UnderstandingsLAFS.11-12.SL.1.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information

LAFS.11-12.SL.1.AP.1aConsider a full range of ideas or positions on a given topic or text when presented in a discussion

Given a topic, list a full range of ideas or positions (e.g., write a topic on the board and generate possible ideas or positions about that topic).

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Standard Access Points Essential UnderstandingsLAFS.11-12.SL.1.AP.1bClarify, verify or challenge ideas and conclusions within a discussion on a given topic or text.

Identify key points from a given text.

Use evidence or ideas within a text to challenge a given statement.

LAFS.11-12.SL.1.AP.1cSummarize points of agreement and disagreement within a discussion on a given topic or text.

Sort points of agreement and disagreement (e.g., T-chart, Venn diagram or other graphic organizers).

LAFS.11-12.SL.1.AP.1dUse evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding.

Using the previous graphic organizer (points of agreement), indicate the evidence given in the text that supports each claim.

Use the evidence to support own view or understanding.

LAFS.11-12.SL.1.AP.1eWork with peers to promote democratic discussions.

Generate sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).


LAFS.11-12.SL.1.AP.1fActively seek the ideas or opinions of others in a discussion on a given topic or text.

Use sentence stems to seek the ideas or opinions of others.

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Standard Access Points Essential UnderstandingsLAFS.11-12.SL.1.AP.1gEngage appropriately in discussion with others who have a diverse or divergent perspectives.

Generate sentence stems that promote positive environments during collegial discussions (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

Generate questions to understand diverse perspectives.


LAFS.11-12.SL.1.2Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

LAFS.11-12.SL.1.AP.2aAnalyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

Given a topic or text, list various sources of information (e.g., encyclopedia, dictionary, Facebook, Wikipedia and Google search engine).

List the various findings from the sources. Identify the sources that are credible.

Discuss the accuracy of the presented information.

LAFS.11-12.SL.1.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

LAFS.11-12.SL.1.AP.3aDetermine the speaker’s point of view or purpose in a text.


Identify the speaker's point of view.



LAFS.11-12.SL.1.AP.3bDetermine what arguments the speaker makes.



Compare similar claims/evidence from two text.

Identify the speaker's tone.

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Standard Access Points Essential UnderstandingsLAFS.11-12.SL.1.AP.3cEvaluate the evidence used to make the speaker’s argument.



Determine if the evidence provided for the argument is relevant and valid.


LAFS.11-12.SL.1.AP.3dEvaluate a speaker’s point of view, reasoning, use of evidence and rhetoric for ideas, relationship between claims, reasoning, evidence and word choice.

Identify which speaker’s point of view, reasoning and use of evidence contains false statements, faulty reasoning or exaggeration.

Cluster: Presentation of Knowledge and IdeasStandard Access Points Essential UnderstandingsLAFS.11-12.SL.2.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

LAFS.11-12.SL.2.AP.4aReport orally on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

Order factual statements to describe a sequence of events or ideas.



LAFS.11-12.SL.2.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance

LAFS.11-12.SL.2.AP.5aInclude digital multimedia components and visual displays in presentations to

Identify from provided choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and

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Standard Access Points Essential Understandingsunderstanding of findings, reasoning, and evidence and to add interest.

clarify claims and findings and emphasize salient points.

diagrams). Identify the most important

facts/details in a report. With guidance and support,

determine what multimedia features should/could be included in the writer’s report to emphasize certain facts or details.

LAFS.11-12.SL.2.6Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

LAFS.11-12.SL.2.AP.6aRecognize situations when the use of formal English is necessary (e.g., making a presentation vs.talking with friends).


Domain: LANGUAGECluster: Conventions of Standard EnglishStandard Access Points Essential UnderstandingsLAFS.11-12.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

LAFS.11-12.L.1.AP.1aApply conventions of usage in speaking and writing (e.g., who vs. that vs. which; ending a sentence with a preposition; who vs. whom), consulting reference material as needed.

Use, in writing or speaking, conventions of standard English grammar and usage taught in previous grades.

Using feedback, revise conventions of usage in speaking and writing.

LAFS.11-12.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation

LAFS.11-12.L.1.AP.2aFollow hyphenation conventions.

(Across Text Types) Identify sentences or words

that need hyphenating. Insert hyphenations into a

given paragraph correctly.

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Standard Access Points Essential Understandingsconventions.b. Spell correctly.

LAFS.11-12.L.1.AP.2bSpell correctly in writing.

Use spelling features typically representative of Letter Name spellers (e.g., beginning consonants, ending consonants, preconsonatal nasals, medial vowels and affricates)

Use spelling features typically representative of long-vowel patterns (e.g., ai, ue, oa and ee), long-vowel patterns with silent e marker, ambiguous-vowel patterns (e.g., ou, ow and oi), and r-controlled vowels.



Cluster: Knowledge of LanguageStandard Access Points Essential UnderstandingsLAFS.11-12.L.2.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

LAFS.11-12.L.2.AP.3aVary syntax within writing for effect.

Organize a given set of words into sentences following grammatical rules for sentence structure.

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Standard Access Points Essential UnderstandingsLAFS.11-12.L.2.AP.3bWrite and edit work to conform to guidelines in a style manual.

Identify the editing guideline(s) for a specific situation from a list within a style manual.

Cluster: Vocabulary Acquisition and Use

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Standard Access Points Essential UnderstandingsLAFS.11-12.L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, it’s part of speech, its etymology, or its standard usage.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.11-12.L.3.AP.4aVerify the prediction of the meaning of a new word or phrase.

Identify various forms of context clues (e.g., synonym, antonym, explanation, restatement and example).


LAFS.11-12.L.3.AP.4bConsult reference materials to find the synonym for a word.


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Standard Access Points Essential UnderstandingsLAFS.11-12.L.3.AP.4cConsult reference materials to find the precise meaning of a word.



LAFS.11-12.L.3.AP.4dConsult reference materials to find the part of speech for a word.



Identify prefixes, roots and suffixes.

LAFS.11-12.L.3.AP.4eUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position in a sentence) as a clue to the meaning of a word or phrase.

Recall the meaning of frequently used suffixes, roots, and prefixes.





LAFS.11-12.L.3.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Interpret figures of

speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in

LAFS.11-12.L.3.AP.5aInterpret how literary devices advance the plot and affect the tone or pacing of a work.

Match the use of flashback to a provided text.

Match the use of foreshadowing to a provided text.

Match the use of cliff hanger to a provided text.

Match the use of a red herring to a provided text.

Identify the tone of the provided text.

Examine texts for flashbacks, foreshadowing and cliffhanger, for example.

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Standard Access Points Essential Understandingsthe meaning of words with similar denotations.

LAFS.11-12.L.3.AP.5bIdentify the denotation for a known word.


Describe denotation (precise, literal definition).


Explain the difference between denotative meanings versus connotative meanings.

LAFS.11-12.L.3.AP.5cExplain differences or changes in the meaning of words with similar denotations.



Explain denotative meaning and positive associations with similar words.

LAFS.11-12.L.3.AP.5dIdentify hyperbole in a text.








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Standard Access Points Essential Understandingsallusion or personification from a list.







LAFS.11-12.L.3.AP.5eInterpret figures of speech in context.

Identify a phrase that contains a simile within context.

Identify a phrase that contains a metaphor within context.


Identify an idiom or proverb within context.


that contains alliteration within context.

Identify a phrase that contains allusion or personification within context.

Identify a phrase, sentence or paragraph that contains irony within context.

Identify the sentence that contains a pun within context.

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Standard Access Points Essential Understandingscontaining allusions and personifications into correct groups.

Identify a phrase that contains an oxymoron within context.

Identify a phrase that contains hyperbole within context.

Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences within a given text.

LAFS.11-12.L.3.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

LAFS.11-12.L.3.AP.6aUse grade-appropriate general academic and domain-specific words and phrases accurately within writing.

(Across Text Types) Identify which general academic

or domain-specific vocabulary, from a list, completes a sentence.


LAFS.11-12.L.3.AP.6bUse newly acquired domain-specific words and phrases accurately.


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