ELA Standards 4-6

Grade 5 Language Standards [L] (Knowledge of Language)

1. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.12 b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Grade 5 Reading Standards for Literature [RL] (Integration of Knowledge and Ideas/ Reading Range)

1. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem). 2. (Not applicable. For expectations regarding themes in literary texts, see RL.2.) 3. Compare and contrast stories in the same genre (e.g., mysteries or adventure stories) on their approaches to similar themes and topics. 4. Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 5.

Grade 6 Reading Standards for Literature [RL] (Key Ideas and Details)

1. Cite textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 6 Writing Standard 8 for more on quoting and paraphrasing.) 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of a text distinct from personal opinions or judgments. 3. Describe how the plot of a particular story, poem, or drama unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Grade 6 Reading Standards for Informational Text [RI] (Key Ideas and Details)

1. Cite textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. (See grade 6 Writing Standard 8 for more on quoting and paraphrasing.) Massachusetts Curriculum Framework for English Language Arts and Literacy 91 2. Determine a text's central idea(s) and how particular details help convey the idea(s); provide a summary of a text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Grade 6 Reading Standards for Literature [RL] (/Integration of Knowledge and Ideas/Reading Range)

1. Compare and contrast the experience of reading a story, drama, or poem to that of listening to or viewing the same text. 2. (Not applicable. For expectations regarding themes in literary texts, see RL.2.) 3. 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. 4. Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 6.

Grade 6 Writing Standards [W] (Research to Build and Present Knowledge/ Range of Writing)

1. Conduct short as well as more sustained research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 2. When conducting research, gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 3. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grade 6 standards for Reading Literature or Reading Informational Text as needed. 4. Write 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.

Grade 4 Writing Standards [W] (Research to Build and Present Knowledge)

1. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 2. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 3. Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.

Grade 5 Writing Standards [W] (Research to Build and Present Knowledge)

1. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 2. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 3. Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 5 standards for Reading Literature or Reading Informational Text as needed.

Grade 5 Language Standards [L] (Conventions of Standard English)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. Sentence Structure and Meaning a. Use verb tense to convey various times, sequences, states, and conditions, choosing among verb tenses depending on the overall meaning of the sentence. b. Recognize and correct inappropriate shifts in verb tense. c. Use active and passive verbs, choosing between them depending on the overall meaning of the sentence. Word Usage d. Form and use perfect verb tenses. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Write legibly and fluently by hand, using either print or cursive handwriting; write their given and family name signature in cursive. b. Use punctuation to separate items in a series.12 c. Use a comma to separate an introductory element from the rest of the sentence. d. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). e. Use underlining, quotation marks, or italics to indicate titles of works. f. Spell grade-appropriate words correctly, consulting references as needed.

Grade 6 Language Standards [L] (Conventions of Standard English)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. Sentence Structure, Variety, and Meaning a. Use simple, compound, complex, and compound-complex sentences to communicate ideas clearly and to add variety to writing. b. Explain the function of phrases and clauses in general, how phrases and clauses differ, and how their use conveys a particular meaning in a specific written or spoken sentence. c. Place or rearrange phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.15 2. Demonstrate 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, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).

Grade 4 Language Standards [L] (Conventions of Standard English)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 4 Writing Standard 5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.) Sentence Structure and Meaning a. Produce complete sentences, using knowledge of subject and predicate to recognize and correct inappropriate sentence fragments and run-on sentences.9 b. Correctly use frequently confused words (e.g., their/there). c. Use helping verbs, also known as auxiliaries (e.g., can, may, might, should), to convey various conditions of possibility, likelihood, obligation, or permission, choosing among helping verbs depending on the overall meaning of the sentence. d. Use relative pronouns and relative adverbs to add more information about a noun or verb used in a sentence. e. Form and use prepositional phrases in sentences to add more information about qualities such as location, time, agency, and direction. f. Form and use progressive verb tenses. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Write legibly and fluently by hand, using either printing or cursive handwriting; write their given name signature in cursive. b. Use correct capitalization. c. Use commas and quotation marks to mark direct speech and quotations from a text. d. Use a comma before a coordinating conjunction in a compound sentence. e. Spell grade-appropriate words correctly, consulting references as needed.

Grade 4 Language Standards [L] (Vocabulary Acquisition and Use)

1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. d. Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., hr., min., sec.). e. Recognize and use appropriately symbols related to grade-level content or common in everyday life (e.g., &, #, *). 2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Grade 5 Language Standards [L] (Vocabulary Acquisition and Use)

1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. d. Recognize and use appropriately abbreviations related to grade-level content or common in everyday life, including abbreviations derived from words or phrases in other languages (e.g., lb., oz., etc.). e. Recognize and use appropriately symbols related to grade-level content or common in everyday life, including symbols with multiple meanings (e.g., parentheses in mathematics and in writing, ° to measure angles and temperature). 2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 3. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Grade 5 Reading Standards for Informational Text [RI] (Craft and Structure)

1. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Describe how an author uses one or more structures (e.g., chronology, comparison, cause/effect, problem/solution) of events, to present information in a text. 3. Analyze multiple accounts of the same event or topic, noting important similarities and differences among the points of view they represent.

Grade 4 Reading Standards for Informational Text [RI] (Craft and Structure)

1. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 3. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Grade 6 Reading Standards for Literature [RL] (Craft and Structure)

1. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices, including those that create repeated sounds and rhythms in poetry, on meaning, tone (i.e., author's attitude toward subject or audience), or mood (i.e., emotional atmosphere). (See grade 6 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 3. Explain how an author develops the point of view of the narrator or speaker in a text.

Grade 6 Reading Standards for Informational Text [RI] (Craft and Structure)

1. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; explain how word choice affects meaning and tone. (See grade 6 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Analyze how a particular sentence, paragraph, chapter, section, or text feature (e.g., heading) fits into the overall structure of a text and contributes to the development of the ideas. 3. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Grade 4 Reading Standards for Literature [RL] (Craft and Structure)

1. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean); explain how figurative language (e.g., simile, metaphor) enriches a text. (See grade 4 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Explain major differences among prose, poetry, and drama and refer to the structural elements of each (e.g., paragraphs and chapters for prose; stanza and verse for poetry; scene, stage directions, cast of characters for drama) when writing or speaking about a text 3. Compare and contrast the points of view from which different stories are narrated, including the difference between first- and third-person narrations

Grade 5 Reading Standards for Literature [RL] (Craft and Structure)

1. Determine the meaning of words and phrases as they are used in a text; identify and explain the effects of figurative language such as metaphors and similes. (See grade 5 Language Standards 4-6 on applying knowledge of vocabulary to reading.) 2. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 3. Describe how a narrator's or speaker's point of view influences how events are described in a story, myth, poem, or drama.

Grade 5 Reading Standards for Informational Text [RI] (Integration of Knowledge and Ideas/ Reading Range)

1. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Connections to the Standards for Mathematical 2. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 3. Integrate information from several texts on the same topic in order to write or speak knowledgeably about the subject. 4. Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 5.

Grade 4 Speaking and Listening Standards [SL] (Comprehension and Collaboration)

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (See grade 4 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding the use of textual evidence.) b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points.

Grade 5 Speaking and Listening Standards [SL] (Comprehension and Collaboration)

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Grade 6 Speaking and Listening Standards [SL] (Comprehension and Collaboration)

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Grade 6 Reading Standards for Informational Text [RI] (Integration of Knowledge and Ideas/ Reading Range)

1. Integrate information presented in different media or formats (e.g., in charts, graphs, photographs, videos, maps) as well as in words to develop a coherent understanding of a topic or issue. 2. 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. 3. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 4. Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 6.

Grade 4 Reading Standards for Informational Text [RI] (Integration of Knowledge and Ideas/ Reading Range)

1. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears 2. Explain how an author uses reasons and evidence to support particular points in a text 3. Integrate information from two texts on the same topic in order to write or speak knowledgeably about the subject 4. Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 4

Grade 4 Reading Standards for Informational Text [RI] (Phonics and Word Recognition/ Fluency)

1. Know and apply grade-level phonics and word analysis skills in decoding words a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context 2. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Grade 5 Reading Standards for Foundational Skills [RF] (Phonics and Word Recognition)

1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context

Grade 4 Reading Standards for Literature [RL] (Integration of Knowledge and Ideas/ Range of Reading)

1. Make connections between a written story or drama and its visual or oral presentation, identifying where the presentation reflects specific descriptions and directions in the written text 2. Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures 3. Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 4

Grade 4 Speaking and Listening Standards [SL] (Presentation of Knowledge and Ideas)

1. Report on a topic, text, procedure, or solution to a mathematical problem, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace and use appropriate vocabulary. (See grade 4 Language Standards 4-6 for specific expectations regarding vocabulary.) 2. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 3. Differentiate between contexts that call for formal English (e.g., presenting research findings) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language Standards 1 and 3 for specific expectations.)

Grade 6 Speaking and Listening Standards [SL] (Presentation of Knowledge and Ideas)

1. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate vocabulary, eye contact, volume, and pronunciation. 2. Include multimedia components and visual displays in presentations to clarify information. 3. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Grade 5 Writing Standards [W] (Production and Distribution of Writing)

1. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1-3 above.) 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. a. Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 5). b. Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 5). 3. Use technology, including current web-based communication platforms, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Grade 4 Writing Standards [W] (Production and Distribution of Writing)

1. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 2. Develop and strengthen writing as needed by planning, revising, and editing. a. Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 4). b. Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4-6 up to and including grade 4) 3. Use technology, including current web-based communication platforms, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Grade 6 Writing Standards [W] (Production and Distribution of Writing)

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. a. Demonstrate command of standard English conventions b. Demonstrate the ability to select accurate vocabulary 3. Use technology, including current web-based communication platforms, 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.

Grade 5 Reading Standards for Literature [RL] (Key Ideas and Details)

1. Quote or paraphrase a text accurately when explaining what the text states explicitly and when drawing inferences from the text. (See grade 5 Writing Standard 8 for more on paraphrasing.) 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize a text. 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Grade 5 Reading Standards for Informational Text [RI] (Key Ideas and Details)

1. Quote or paraphrase a text accurately when explaining what the text states explicitly and when drawing inferences from the text. (See grade 5 Writing Standard 8 for more on paraphrasing.) 2. Determine one or more main ideas of a text and explain how they are supported by key details; summarize a text. Massachusetts Curriculum Framework for English Language Arts and Literacy 67 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, mathematical, or technical text based on specific information in the text.

Grade 5 Reading Standards for Foundational Skills [RF] (Fluency)

1. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Grade 4 Reading Standards for Literature [RL] (Key Ideas and Details)

1. Refer to details and examples in a text when explaining what the text states explicitly and when drawing inferences from the text 2. Determine a theme of a story, drama, or poem from details in the text; summarize a text 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)

Grade 5 Speaking and Listening Standards [SL] (Presentation of Knowledge and Skills)

1. Report on a topic, text, procedure, or solution to a mathematical problem, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace and use appropriate vocabulary. 2. Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 3. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Grade 4 Reading Standards for Informational Text [RI] (Key Ideas and Details)

1. Same as RL 2. Determine the main idea of a text and explain how it is supported by key details; summarize a text 3. Explain events, procedures, ideas, or concepts in a historical, scientific, mathematical, or technical text, including what happened and why based on specific information in the text.

Grade 4 Language Standards [L] (Knowledge of Language)

1. Use knowledge of the language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.10 b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting research findings) and situations where informal discourse is appropriate (e.g., small-group discussion).

Grade 6 Writing Standards [W] (Texts and Purposes)

1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly in paragraphs and sections. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) 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 in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (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 style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from the information or explanation presented. 3. Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, and well-structured sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an appropriate narrative sequence. 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, figurative and sensory language, and techniques such as personification (e.g., "the fog crept in") to convey experiences or events. e. Provide a conclusion that follows from the narrated experiences or events.

Grade 5 Writing Standards [W] (Text Types and Purposes)

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped in paragraphs and sections to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences. a. Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence. b. Use narrative techniques such as dialogue, description, and pacing to develop experiences or events or show responses to situations. c. Use a variety of transitional words, phrases, and clauses to manage sequence. d. Use concrete words and phrases and sensory details to convey experiences or events precisely. e. Provide a sense of closure appropriate to the narrated experiences or events. f. For prose narratives, draw on characteristics of traditional or modern genres (e.g., tall tales, myths, mysteries, fantasies, historical fiction) from diverse cultures as models for writing. (See grade 5 Reading Literature Standard 9.) g. For poems, draw on characteristics of traditional poetic

Grade 4 Writing Standards [W] (Text Types and Purposes)

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented 3. Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences. a. Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence. b. Use dialogue and description to develop experiences or events or show responses to situations. c. Use a variety of transitional words and phrases to manage sequence. d. Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely. e. Provide a sense of closure appropriate to the narrated experiences or events. f. For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives. (See grade 4 Reading Literature Standard 5.)

Grade 4 Writing Standards [W] (Range of Writing)

1. Write 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.

Grade 5 Writing Standards [W] (Range of Writing)

1. Write 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.

Grade 6 Language Standards [L] (Knowledge of Language)

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Maintain appropriate consistency in style and tone while varying sentence patterns for meaning and audience interest.16 b. Recognize variations from standard or formal English in writing and speaking, determine their appropriateness for the intended purpose and audience, and make changes as necessary.

Grade 6 Language Standards [L] (Vocabulary Acquisition and Use)

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 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). 5. Demonstrate 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). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge.