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ADVENTIST EDUCATION STANDARDS
Standards, what learners should know (content) and be able to do (skills), serve as the framework for curriculum
development. Standards in NAD Seventh-day Adventist schools reflect the Adventist worldview across the K-12
curricula as well as the integration of national and provincial/state standards. The Adventist worldview accepts the
Bible as the standard by which everything else is measured. Four key concepts emerge from a biblical worldview that
can be used as a lens for curriculum development, as well as informing the essential questions and big ideas of any
content area: Creation (What is God’s intention?), Fall (How has God’s purpose been distorted?), Redemption (How
does God help us to respond?), and Re-creation (How can we be restored in the image of God?).
— THE CORE OF ADVENTIST EDUCATION CURRICULUM
STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING,
WRITING, SPEAKING, LISTENING, AND LANGUAGE:
1. Demonstrate independence.
5. Value evidence.
2. Build strong content knowledge.
6. Use technology and digital media strategically and capably.
3. Respond to the varying demands of audience,
task, purpose, and discipline.
7. Come to understand other perspectives and cultures.
4. Comprehend as well as critique.
— COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS
STANDARDS CODING
CREDITS
The standards have been coded so that educators can easily refer to them in
their curriculum, instruction, and assessment practices. The coding system
that precedes each standard begins with the content area abbreviation in
letters; all are identified with LA—Language Arts (LA.K.RF.1). The second
part of the code refers to the grade level (LA.K.RF.1). The third part of the
code refers to the particular language arts domain (LA.K.RF.1), with RF
standing for Reading Foundations. The fourth part of the code refers to a
particular skill within the language arts domain (LA.K.RF.1). The coding
system that follows each standard is the Common Core State Standards for
English Language Arts (CCSSELA) that aligns with the NAD standard. Where
no CCSSELA is noted, there is no corresponding CCSSELA.
The following resources were
referenced in developing English
Language Arts Standards for
Seventh-day Adventist Schools:
a sampling of state standards,
the International Reading
Association (IRA), the National
Council of Teachers of English
(NCTE), NAD Curriculum Guide
for The Integrated Language
Arts, Common Core State
Standards for English Language
Arts (CCSSELA), and the Core of
Adventist Education Curriculum.
DEVELOPMENT COMMITTEE MEMBERS
Betty Bayer
Carol Campbell
Ileana Espinosa
Jerrell Gilkeson
Randy Gilliam
Martha Havens
LouAnn Howard
Jim Martz
Patti Revolinski
Diane Ruff
Seventh-day Adventist Church in Canada Associate Director of Education
North American Division Director of Elementary Education
Columbia Union Associate Director of Elementary Education
Atlantic Union Associate Director of Elementary Education
Southwestern Union Director of Education
Pacific Union Associate Director of Elementary Education
Mid-America Union Associate Director of Elementary Education
Lake Union Associate Director of Elementary Education
North Pacific Union Associate Director of Elementary Education
Southern Union Associate Director of Elementary Education
language
grade
Content
SkillS
(CCSSELA ALignmEnt)
note: the inclusion of Language standards in their own domain should not be taken as an indication that skills related to conventions, effective language use,
and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
Conventions of
Standard english
k
Vocabulary
acquisition
and use
la.k.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring nouns
and verbs; form regular plural nouns orally by adding /s/ or /es/; use question words; use prepositions (e.g., to, from, in, out, on off, for, of, by,
with); produce and expand complete sentences in shared language activities (L.K.1)
la.k.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence,
own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell
simple words phonetically (L.K.2)
la.k.l.3
Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck
as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of
an unknown word (L.K.4)
la.k.l.4
With support, explore word relationships and nuances in word meanings: sort common objects into categories; demonstrate understanding
of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are
colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their
meanings (L.K.5)
la.k.l.5
Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6)
la.1.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use common, proper, and
possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present,
and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles,
demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative,
interrogative, imperative, and exclamatory sentences (L.1.1)
la.1.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people;
use end punctuation; use commas in dates and to separate words in a series; use conventional spelling for words with common spelling
patterns and frequently occurring irregular words; spell unknown words phonetically (L.1.2)
la.1.l.3
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context
and affixes; identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.1.l.4
With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words
by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections
between words and their use (e.g., note places at home that are cozy); distinguish shades of meaning among verbs differing in manner (e.g.,
look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings
(L.1.5)
la.1.l.5
Use words and phrases, including frequently occurring conjunctions (e.g., and, or, because), acquired through conversations, reading and
being read to, and responding to texts (L.1.6)
la.2.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular
plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat,
hid, told, drew); choose appropriate adjectives and adverbs depending on what is to be modified; produce, and expand complete simple and
compound sentences (L.2.1)
la.2.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials;
use commas in greetings and closings of letters; use apostrophes to form contractions and possessives; generalize learned spelling patterns
(e.g., cage > badge, boy > boil); consult reference materials (e.g., beginning dictionary) as needed to check spellings (L.2.2)
la.2.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English;
use correct word and sentence order(L.2.3)
la.2.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context;
determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an
unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries
or dictionaries to determine the meaning of words and phrases (L.2.4)
la.2.l.5
Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use
(e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
thin, slender, skinny) (L.2.5)
la.2.l.6
Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts
(L.2.6)
la.3.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns,
pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use
abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure
subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and
subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1)
la.3.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate
words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as
needed to check spellings (L.3.2)
Conventions of
Standard english
1
Vocabulary
acquisition
and use
Conventions of
Standard english
2
knowledge of
language
Vocabulary
acquisition
and use
Conventions of
Standard english
2
language
la.2.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context;
determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an
unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries
or dictionaries to determine the meaning of words and phrases (L.2.4)
la.2.l.5
Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use
language
grade
Vocabulary
acquisition
Content
and use
SkillS (e.g.,
(CCSSELA
ALignmEnt)
describe foods
that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
thin, slender, skinny) (L.2.5)
la.2.l.6 inUse
words
anddomain
phrases, including
adjectives
and adverbs,
acquired through
conversations,
and being read
to, and responding
texts
note: the inclusion of Language standards
their
own
should not
be taken
as an indication
that skills
relatedreading
to conventions,
effective
languagetouse,
(L.2.6)
and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
la.3.l.1
la.k.l.1
Conventions of
Standard
english
Conventions
of
Standard english
k
3
la.k.l.2
la.3.l.2
la.k.l.3
knowledge of
Vocabulary
language
acquisition
and use
la.3.l.3
la.k.l.4
Vocabulary
acquisition
and use
la.k.l.5
la.3.l.4
la.3.l.5
la.1.l.1
la.3.l.6
Conventions of
Standard english
1
4
la.4.l.1
la.1.l.2
Conventions of
Standard english
Vocabulary
knowledge of
acquisition
language
and use
Conventions of
Standard english
2
5
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use commas and
quotation marks
to denote
direct speech
quotations fromwords
a text;
usephrases,
a comma
before afrom
coordinating
in asentence-level
compound sentence;
Determine
the meaning
of unknown
and and
multiple-meaning
and
choosing
a range ofconjunction
strategies: use
context
spell
grade-appropriate
words, occurring
consultingroot
references
as needed
and affixes;
identify frequently
words (e.g.,
look)(L.4.2)
and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.1.l.4
la.4.l.3
With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words
Usecategory
knowledge
and its
conventions
reading,
choose
precise words
andreal-life
phrasesconnections
to convey
by
andofbylanguage
one or more
attributes
(e.g., when
a duckwriting,
is a birdspeaking,
that swims;
a tigerorislistening:
a large cat
with stripes);
identify
ideas; punctuate
fortheir
effect;use
differentiate
that
for formal
English
and of
informal
discourse
(L.4.3)differing in manner (e.g.,
between
words and
(e.g., note between
places at contexts
home that
arecall
cozy);
distinguish
shades
meaning
among verbs
look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings
(L.1.5)
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g.,
Use
words and
phrases,restatements)
including frequently
occurring conjunctions
or, because),
throughphotograph,
conversations,
reading as
andclues
definitions,
examples,
and grade-appropriate
Greek and(e.g.,
Latinand,
affixes
and roots acquired
(e.g., telegraph,
autograph)
being
to, and
to texts
(L.1.6)print and digital references, including thesauruses, for pronunciation and meaning (L.4.4)
to the read
meaning
of aresponding
word or phrase;
consult
la.4.l.5
la.2.l.1
la.4.l.6
Demonstrate understanding of figurative language, word relationships and nuances in word meanings: explain the meaning of simple similes
and metaphors in context; explain the meaning of common idioms, adages, and proverbs; demonstrate understanding of words by relating
Demonstrate
thesynonyms
conventions
of standard English grammar and usage when writing or speaking: use collective nouns, irregular
them to their command
antonyms of
and
(L.4.5)
plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat,
hid,
told,and
drew);
appropriate
adjectives
and adverbs
depending
on what
to be modified;
produce, and
expandofcomplete
and to a
Acquire
use choose
content-specific
words
and phrases,
including
those that
signalisprecise
actions, emotions,
or states
being thatsimple
are basic
compound
sentences
(L.2.1)
particular topic
(L.4.6)
la.2.l.2
la.5.l.1
Conventions of
Standard english
knowledge of
language
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials;
use
commas in
greetingsofand
of letters;
use apostrophes
to form and
contractions
andwriting
possessives;
generalize
learned
Demonstrate
command
theclosings
conventions
of standard
English grammar
usage when
or speaking:
explain
the spelling
functionpatterns
of
(e.g.,
cage > badge,
boy > boil);
reference
materials
beginning
dictionary)
needed
tocorrectly,
check spellings
(L.2.2)
conjunctions,
prepositions,
and consult
interjections
in general
and (e.g.,
in particular
sentences;
use as
verb
tenses
including
the perfect verb
tenses; use correlative conjunctions (e.g., either/or; neither/nor) (L.5.1)
la.5.l.2
la.2.l.3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation to
Use
knowledge
of alanguage
anda comma
its conventions
when
writing, speaking,
reading,
or listening:
formal
and
uses of and
English;
separate
items in
series; use
to separate
introductory
elements,
to set off
the wordscompare
yes and no,
to set
offinformal
a tag question,
to
use
correct
word
and sentence
order(L.2.3)
indicate
direct
address;
use underlining,
quotation marks, or italics to indicate titles of works; spell grade-appropriate words, consulting
references as needed (L.5.2)
knowledge of
language
la.5.l.3
la.2.l.4
Use knowledge
of language
and its conventions
when writing,
speaking,
reading,choosing
or listening:
and use
reduce
sentences for
Determine
the meaning
of unknown
and multiple-meaning
words
and phrases,
fromexpand,
a rangecombine,
of strategies:
sentence-level
context;
meaning, reader/listener
and style;
compare
contrast
varieties
of use
English
used root
in stories,
dramas,
poems
(L.5.3)of an
determine
the meaning ofinterest,
a word when
a known
prefixand
is added
to the
a known
word;
a known
word as
a clue or
to the
meaning
unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries
or dictionaries to determine the meaning of words and phrases (L.2.4)
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/
Demonstrate
understanding
of word relationships
and nuances
in word
meanings:
real-life
connections photosynthesis)
between words and
their to
usethe
effect relationships
and comparison)
and grade-appropriate
Greek
and Latin
affixesidentify
and roots
(e.g., photograph,
as clues
(e.g.,
describe
foodsorthat
are spicy);
distinguish
shades references
of meaningfor
among
related verbs
toss,(L.5.4)
throw, hurl) and related adjectives (e.g.,
meaning
of a word
phrase;
consult
print and digital
pronunciation
and (e.g.,
meaning
thin, slender, skinny) (L.2.5)
Demonstrate understanding of word relationships and nuances in word meanings: interpret figurative language, including similes and
Use
words and
phrases,explain
including
adverbs,idioms,
acquired
through
reading
and being
read to,
and responding
to texts
metaphors
in context;
the adjectives
meaning ofand
common
adages,
and conversations,
proverbs; use the
relationship
between
particular
words (e.g.,
(L.2.6)
synonyms, antonyms, homonyms) to better understand each of the words (L.5.5)
Vocabulary
acquisition
and use
Vocabulary
acquisition
and use
la.5.l.4
la.2.l.5
la.5.l.5
la.2.l.6
la.5.l.6
la.3.l.1
la.6.l.1
Conventions
Conventions of
of
Standard
Standard english
english
6
Demonstrate understanding of word relationships and nuances in word meanings: distinguish literal and nonliteral meanings of words and
phrases in context; identify real-life connections between words and their use; distinguish shades of meaning among related words that
describe
statescommand
of mind or
of certainty
(e.g., knew,
believed,
suspected,
heard,when
wondered)
Demonstrate
of degrees
the conventions
of standard
English
grammar
and usage
writing(L.3.5)
or speaking: use common, proper, and
possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present,
Acquire
andverb
usetenses;
conversational
and content-specific
words and
phrases, including
signal
spatial
and temporal
relationships
and
future
use frequently
occurring adjectives,
conjunctions
(e.g., and,those
but, that
or, so,
because)
determiners
(e.g.,
articles, (L.3.6)
demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative,
interrogative, imperative, and exclamatory sentences (L.1.1)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use relative pronouns (e.g.,
who,
which, that,
whoever),
relative
adverbsof(e.g.,
where,
when,capitalization,
why), and modal
auxiliariesand
(e.g.,
can, may,
must); dates
form and names
use progressive
Demonstrate
command
of the
conventions
standard
English
punctuation,
spelling:
capitalize
of people;
verbend
tenses
(e.g., I wasuse
walking,
I am
will
be walking)
phrases; correctly
use
adjectives
within
use
punctuation;
commas
in walking,
dates andI to
separate
wordsand
in aprepositional
series; use conventional
spelling
forhomonyms;
words withorder
common
spelling
sentencesand
(e.g.,
a small red
bag rather
than awords;
red small
produce
complete
sentences,
correcting inappropriate fragments and run-ons
patterns
frequently
occurring
irregular
spellbag);
unknown
words
phonetically
(L.1.2)
(L.4.1)
la.4.l.2
la.1.l.3
la.4.l.4
la.1.l.5
Vocabulary
acquisition
and use
Demonstrate
explain
function
of nouns,
Demonstrate command
command of
of the
the conventions
conventions of
of standard
standard English
English grammar
grammar and
and usage
usage when
when writing
writing or
or speaking:
speaking: use
frequently
occurring
nouns
pronouns,
verbs,regular
adjectives,
andnouns
adverbs
in general
as well
in particular
sentences;
form
and use regular
irregular
plural
and verbs; form
plural
orally
by adding
/s/ oras/es/;
use question
words; use
prepositions
(e.g., and
to, from,
in, out,
on nouns;
off, for,use
of, by,
abstract
nouns
(e.g.,
childhood);
form
and
use
irregular
verbs;
form
and
use
the
simple
verb
tenses(e.g.,
I
walked,
I
walk,
I
will
walk);
ensure
with); produce and expand complete sentences in shared language activities (L.K.1)
subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and
subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence,
own
name, and
the pronoun
recognize and
endEnglish
punctuation;
write a letter
or lettersand
for spelling
most consonants
and short
vowelappropriate
sounds; spell
Demonstrate
command
of theI; conventions
of name
standard
capitalization,
punctuation,
when writing:
capitalize
simple
words
words in
titles;phonetically
use commas(L.K.2)
in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as
needed to check spellings (L.3.2)
Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck
as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of
an unknown word (L.K.4)
Use knowledge of language and its conventions when writing, speaking, reading, or listening: choose words and phrases for effect; recognize
differences
between
conventions
of spokenand
andnuances
writtenin
standard
English (L.3.3)
With
support,
explore
word relationships
word meanings:
sort common objects into categories; demonstrate understanding
of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are
colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their
meanings
Determine(L.K.5)
the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level
context; determine the meaning of a new word when a known affix is added to a known word; use a known root word as a clue to the meaning
of anwords
unknown
word; use
print and
digitalconversations,
glossaries or beginning
dictionaries
the meaning
words and phrases (L.3.4)
Use
and phrases
acquired
through
reading and
being readtoto,determine
and responding
to textsof(L.K.6)
knowledge of
language
la.6.l.2
la.3.l.2
la.6.l.3
Acquire and use content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition) (L.4.6)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns,
pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use
abstract
nounscommand
(e.g., childhood);
form and use
irregularEnglish
verbs; form
and use
simple
verb
tenses(e.g.,
I walked,
walk, I willinwalk);
ensure
Demonstrate
of the conventions
of standard
grammar
andthe
usage
when
writing
or speaking:
useI pronouns
the proper
subject-verb
and objective,
pronoun-antecedent
form
and use
and superlative
adjectives
andensure
adverbs;
use coordinating and
case (subjective,
possessive),agreement;
number, and
person;
usecomparative
intensive pronouns
(e.g., I did
it myself);
pronoun-antecedent
subordinating
conjunctions;
produce
anduse
complex
sentences
(L.3.1)
agreement; recognize
variations
from simple,
standardcompound,
English and
strategies
to improve
expression if required by context (L.6.1)
use punctuation
(e.g.,
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize
appropriate
commas,
parentheses,
brackets,
dashes, hyphens)
to setand
off quotation
nonrestrictive/parenthetical
correctly (L.6.2)
words
in titles;
use commas
in addresses;
use commas
marks in dialogue;elements;
form and spell
use possessives;
use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as
Use knowledge
language(L.3.2)
and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in
needed
to checkofspellings
style and tone (L.6.3)
5
knowledge of
language
language
grade
Vocabulary
Content
acquisition
and use
la.5.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: expand, combine, and reduce sentences for
meaning, reader/listener interest, and style; compare and contrast the varieties of English used in stories, dramas, or poems (L.5.3)
la.5.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/
effect relationships and comparison) and grade-appropriate Greek and Latin affixes and roots (e.g., photograph, photosynthesis) as clues to the
meaning of a word or phrase; consult print and digital references for pronunciation and meaning (L.5.4)
la.5.l.5
understanding
of word relationships and nuances in word meanings: interpret figurative language, including similes and
SkillS Demonstrate
(CCSSELA
ALignmEnt)
metaphors in context; explain the meaning of common idioms, adages, and proverbs; use the relationship between particular words (e.g.,
synonyms, antonyms, homonyms) to better understand each of the words (L.5.5)
note: the inclusion of Language standards
their own
domain
should not
beand
taken
as an
indication
thatsignal
skillscontrast,
relatedaddition,
to conventions,
effective
language
la.5.l.6 inAcquire
and use
content-specific
words
phrases,
including
those that
and other logical
relationships
(e.g.,use,
however,speaking,
although, nevertheless,
similarly,
moreover,
addition)
(L.4.6) from such contexts.
and vocabulary are unimportant to reading, writing,
and listening;
indeed,
they in
are
inseparable
Conventions of
Standard english
Conventions
of
Standard english
6
k
knowledge of
language
Vocabulary
Vocabulary
acquisition
acquisition
and use
and use
la.6.l.1
la.k.l.1
la.6.l.2
la.k.l.2
la.6.l.3
la.6.l.4
la.k.l.3
phrases, identify
choosingand
from
a range
of strategies:
context
and(e.g.,
gradeDetermine the meaning of unknown and multiple-meaning words and phrases:
apply
new meanings
for use
familiar
words
duck
appropriate
Latin
and roots occurring
as clues toinflections
the meaning
a word;
consult
print
referencesasfora pronunciation,
meaning,
as
a noun orGreek
verb);or
use
the affixes
most frequently
andofaffixes
(e.g.,
-ed, -s,
re-,and
un-,digital
pre-, -ful,-less)
clue to the meaning
of
andunknown
part of speech
(L.6.4)
an
word (L.K.4)
la.6.l.5
la.k.l.4
Demonstrate
of figurative language,
word
relationships,
and
nuances
in word
meanings:
interpret
figures of speech
(e.g.,
With
support,understanding
explore word relationships
and nuances
in word
meanings:
sort
common
objects
into categories;
demonstrate
understanding
personification)
in context;
use thethem
relationship
between particular
words to
understandbetween
their meaning;
distinguish
the connotations
of verbs and adjectives
by relating
to their antonym;
identify real-life
connections
words and
their useamong
(e.g., words
that are
of
words
with
similar
definitions
(L.6.5)
colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their
meanings
(L.K.5)
Acquire and
use content-specific words and phrases (L.6.6)
la.6.l.6
Conventions of
Standard english
7
1
Conventions
knowledge ofof
Standard
languageenglish
Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain the function of phrases
and clauses in general as well as in particular sentences; choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas; correct misplaced and dangling modifiers (L.7.1)
la.1.l.1
la.7.l.2
Demonstrate command of the conventions of standard English grammar
and usage
when writing
or speaking:
use common,
proper, to
and
capitalization,
punctuation,
and spelling
when writing:
use commas
separate
possessive
use singular
and plural
nouns
with matching
verbs;
use personal,
possessive,
and indefinite
use (L.7.2)
past, present,
coordinatenouns;
adjectives;
use punctuation
(e.g.,
commas,
semicolons,
colons)
to separate
phrases and/or
clauses; pronouns;
spell correctly
and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles,
demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative,
interrogative,
sentences
Use knowledgeimperative,
of languageand
andexclamatory
its conventions
when (L.1.1)
writing, speaking, reading, or listening: express ideas precisely and concisely (L.7.3)
la.7.l.3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people;
use
end punctuation;
useofcommas
in and
datesmultiple-meaning
and to separate words
a series;
usechoosing
conventional
words withuse
common
Determine
the meaning
unknown
wordsinand
phrases,
fromspelling
a range for
of strategies:
contextspelling
and gradepatterns
andGreek
frequently
occurring
irregular
unknown
words
phonetically
appropriate
or Latin
affixes and
roots words;
as cluesspell
to the
meaning
of a word;
consult(L.1.2)
general/specialized print and digital references to
determine the pronunciation, meaning, or part of speech of a word (L.7.4)
la.7.l.5
la.1.l.3
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: interpret figures of speech (e.g.,
allusions) inthe
context;
useofthe
relationship
between particularwords
wordsand
to understand
their meaning;
distinguish
amonguse
thesentence-level
connotations of
Determine
meaning
unknown
and multiple-meaning
phrases, choosing
from a range
of strategies:
context
words
with similar
and
affixes;
identifydefinitions
frequently (L.7.5)
occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.7.l.6
la.1.l.4
la.8.l.1
Acquire
and use
content-specific
words andofphrases
(L.7.6)
With support,
demonstrate
understanding
word relationships
and nuances in word meanings: sort words into categories; define words
by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections
between
wordscommand
and theirofuse
note places
at home English
that are grammar
cozy); distinguish
meaning
among verbs
differing
in manner
(e.g.,
Demonstrate
the(e.g.,
conventions
of standard
and usageshades
when of
writing
or speaking:
explain
the function
of verbals
look,
peek, glance)
and adjectives
differing
in intensity
gigantic)
by defining
or choosing
by acting
out thevoice;
meanings
(e.g, gerunds,
participles,
infinitives)
in general
as well (e.g.,
as in large,
particular
sentences;
form and
use verbsthem,
in theoractive
and passive
form and
(L.1.5)
use the indicative, imperative, interrogative, conditional, and subjunctive mood; correct inappropriate shifts in verb voice and mood (L.8.1) )
la.8.l.2
la.1.l.5
Demonstrate
of the conventions
standard English
capitalization,
spelling
when writing:
use punctuation
(e.g.,
Use words andcommand
phrases, including
frequentlyofoccurring
conjunctions
(e.g., and,punctuation,
or, because),and
acquired
through
conversations,
reading and
comma,
ellipsis,
to indicate
a break;
use an ellipsis to indicate an omission; spell correctly (L.8.2)
being
read
to, anddash)
responding
to texts
(L.1.6)
knowledge of
language
la.8.l.3
Conventions of
Standard
english
Vocabulary
la.8.l.4
Use knowledge of language and its conventions when writing, speaking, reading, or listening: use verbs in the active/passive voice and in the
conditional/subjunctive mood to achieve particular effect (e.g., emphasizing the actor or the action, expressing uncertainty or describing a
state
contrarycommand
to fact) (L.8.3)
Demonstrate
of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular
plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat,
hid,
told,
drew);
choose
appropriate
and adverbs depending
what ischoosing
to be modified;
produce,
and expand
and
Determine the meaning of unknownadjectives
and multiple-meaning
words andon
phrases
from a range
of strategies:
usecomplete
context simple
and gradecompound
(L.2.1)affixes and roots as clues to the meaning of a word; consult general/specialized print and digital references to
appropriatesentences
Greek or Latin
determine the pronunciation, meaning, or part of speech of a word (L.8.4)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials;
Demonstrate
understanding
figurative
language,
relationships,
nuances inand
word
meanings:generalize
interpret figures
speech patterns
(e.g., irony)
use
commas in
greetings andofclosings
of letters;
useword
apostrophes
to formand
contractions
possessives;
learnedofspelling
in context;
the relationship
particularmaterials
words to (e.g.,
understand
theirdictionary)
meaning; distinguish
connotations
(e.g.,
cage >use
badge,
boy > boil); between
consult reference
beginning
as needed toamong
check the
spellings
(L.2.2) of words with
similar definitions (L.8.5)
Vocabulary
acquisition
and use
acquisition
and use
2
la.k.l.5
la.7.l.1
la.1.l.2
la.7.l.4
Vocabulary
acquisition
and
use
Conventions
of
Standard english
8
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use pronouns in the proper
Demonstrate
command
of the
conventions
of standard
English
usage when
or speaking:
usepronoun-antecedent
frequently occurring nouns
case (subjective,
objective,
possessive),
number,
and person;
usegrammar
intensiveand
pronouns
(e.g., writing
I did it myself);
ensure
and
verbs; form
regular
plural nouns
by adding
or /es/;
use question
words; use
prepositions
(e.g., to,
in,(L.6.1)
out, on off, for, of, by,
agreement;
recognize
variations
fromorally
standard
English/s/and
use strategies
to improve
expression
if required
by from,
context
with); produce and expand complete sentences in shared language activities (L.K.1)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation (e.g.,
commas, parentheses,
dashes, hyphens)
to setEnglish
off nonrestrictive/parenthetical
elements;
spell correctly
(L.6.2)
Demonstrate
commandbrackets,
of the conventions
of standard
capitalization, punctuation,
and spelling:
capitalize
the first word in a sentence,
own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell
simple
words phonetically
Use knowledge
of language(L.K.2)
and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in
style and tone (L.6.3)
knowledge of
language
Vocabulary
acquisition
and use
Conventions of
Standard english
la.2.l.1
la.2.l.2
la.8.l.5
la.8.l.6
Acquire and use content-specific words and phrases (L.8.6)
la.2.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English;
use correct word and sentence order(L.2.3)
la.2.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context;
determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an
unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries
or dictionaries to determine the meaning of words and phrases (L.2.4)
la.2.l.5
Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use
(e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
thin, slender, skinny) (L.2.5)
la.2.l.6
Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts
(L.2.6)
la.3.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns,
pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use
abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure
subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and
subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1)
la.3.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate
words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as
needed to check spellings (L.3.2)