NCStandards English

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas(RI)or themes(RL)of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view, perspective, or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Use digital tools and resources to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.
Apply 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.
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.
*The skills listed under each grade specific standard will appear in the clarification section of the standards.
Demonstrate understanding of figurative language and nuances in word meanings.
Acquire and use accurately a range of 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 developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.
With prompting and support, ask and answer questions about key details in a text.
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With prompting and support, retell familiar stories, including key details.
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With guidance and support, identify individuals, events, or ideas in a familiar informational text
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With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
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Recognize common types of texts.
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With prompting and support, define the role of the author and illustrator in telling the story.
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With prompting and support, describe how the words and illustrations work together to tell a story.
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Not applicable to literature.
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With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
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Actively engage in group reading activities with purpose and understanding.
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With prompting and support, ask and answer questions about key details in a text.
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With prompting and support, identify the main topic and retell key details of a text.
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With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
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With prompting and support, ask and answer questions about words in a text.
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Identify the front cover, back cover, and title page of a book.
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With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
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With prompting and support, describe how the words and illustrations work together to provide information.
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Begins in grade 1.
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With prompting and support, identify basic similarities in and differences between two texts on the same topic.
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Actively engage in group reading activities with purpose and understanding.
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Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet
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Print upper- and lowercase letters.
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Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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Read emergent-reader texts with purpose and understanding.
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Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
a. With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
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Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
a. With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
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Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened.
a. With guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
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With guidance and support from adults, explore a variety of digital tools and resources to produce and publish writing, either in collaboration with peers or in a whole group setting.
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Participate in shared investigation of grade appropriate topics and writing projects.
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With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions.
b. Continue a conversation through multiple exchanges.
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Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
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Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
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Speak audibly and express thoughts, feelings, and ideas clearly.
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Add drawings or other visual displays to descriptions as desired to provide additional detail.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum.
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(Begins in grade 2)
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Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.
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With guidance and support from adults, explore nuances in word meanings.
a. Sort common objects into categories to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.
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Use words and phrases learned through conversations, reading and being read to, and responding to texts.
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Ask and answer questions about key details in a text.
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Retell stories, including key details, and demonstrate understanding of their central message or lesson.
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Describe characters, settings, and major events in a story, using key details.
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Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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Explain major differences between books that tell stories and books that give information.
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Identify who is telling the story at various points in a text.
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Use illustrations and details in a story to describe its characters, setting, or events.
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Not applicable to literature.
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Compare and contrast the adventures and experiences of characters in stories.
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With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
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Ask and answer questions about key details in a text.
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Identify the main topic and retell key details of a text.
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Describe the connection between two individuals, events, ideas, or pieces of information in a text.
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Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
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Know and use various text features to locate key facts or information in a text.
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Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
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Use the illustrations and details in a text to describe its key ideas.
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With guidance and support, identify the reasons an author gives to support ideas in a text.
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Identify basic similarities in and differences between two texts on the same topic.
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With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
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Demonstrate understanding of the organization and basic features of print.
a. Recognize and use capitalization and ending punctuation.
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Print all upper- and lowercase letters legibly.
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Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
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Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
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Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
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Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
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With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.
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Participate in shared research and writing projects.
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With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions.
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
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Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
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Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
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Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum.
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(Begins in grade 2)
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Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: context clues, word parts and word relationships.
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With guidance and support from adults, demonstrate understanding of nuances in word meanings.
a. Sort words into categories to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes.
c. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.
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Use words and phrases learned through conversations, reading, and being read to, including common conjunctions.
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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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Describe how characters in a story respond to major events and challenges.
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Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
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Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action.
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Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
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Not applicable to literature.
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Compare and contrast two or more versions of the same story by different authors or from different cultures.
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By the end of grade 2, read and understand literature within the 2-3 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
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Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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Know and use various text features to locate key facts or information in a text efficiently.
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Identify the author’s main purpose of a text, including what the author wants to answer, explain, or describe.
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Explain how specific images contribute to and clarify a text.
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Identify the reasons an author gives to support ideas in a text.
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Compare and contrast the most important points presented by two texts on the same topic.
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By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Print all upper- and lowercase letters legibly and proportionally.
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Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
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Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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Write informative /explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal transition words to signal event order, and provide a sense of closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.
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Participate in shared research and writing projects.
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Recall information from experiences or gather information from provided sources to answer a question.
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Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
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Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
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Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
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Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences.
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Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.
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Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
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Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of nuances in word meanings.
a. Distinguish shades of meaning among closely related verbs and closely related adjectives.
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Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
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Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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Describe characters in a story and explain how their actions contribute to the sequence of events.
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Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
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Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
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Distinguish their own point of view from that of the narrator or those of the characters.
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Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
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Not applicable to literature.
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Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
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By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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Determine the main idea of a text; recount the key details and explain how they support the main idea.
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Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
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Use text features and search tools to locate information relevant to a given topic efficiently.
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Distinguish their own point of view from that of the author of a text.
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Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
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Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.
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Compare and contrast the most important points and key details presented in two texts on the same topic.
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By the end of grade 3, read and understand informational texts at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Create readable documents with legible handwriting (manuscript and cursive).
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Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllabic words.
d. Read grade-appropriate irregularly spelled words.
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Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-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.
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Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
c. Provide reasons that support the opinion.
d. Use linking words and phrases to connect opinion and reasons.
e. Provide a concluding statement or section.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
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Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
c. Develop the topic with facts, definitions, and details.
d. Use linking words and phrases to connect ideas within categories of information.
e. Provide a concluding statement or section.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
c. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
d. Use temporal transition words and phrases to signal event order.
e. Provide a sense of closure.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.
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With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
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Conduct short research projects that build knowledge about a topic.
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Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 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.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
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Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace.
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Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.
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Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.
NCDPI Unpacking Documents
Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context.
b. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
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Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
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Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone.
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Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
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Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
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Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
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Not applicable to literature.
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Compare and contrast the use of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
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By the end of grade 4, read and understand literature within the 4-5 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
NCDPI Unpacking Documents
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
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Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
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Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.
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Explain how an author uses reasons and evidence to support particular points in a text.
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Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
NCDPI Unpacking Documents
By the end of grade 4, read and understand informational texts within the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Create readable documents through legible handwriting (cursive).
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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 to read accurately unfamiliar multisyllabic words in context and out of context.
NCDPI Unpacking Documents
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-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.
NCDPI Unpacking Documents
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
c. Provide reasons that are supported by facts and details.
d. Link opinion and reasons using words and phrases.
e. Provide a concluding statement or section related to the opinion presented.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose,
and audience.
NCDPI Unpacking Documents
Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful to aiding comprehension.
c. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
d. Link ideas within categories of information using words and phrases.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Provide a concluding statement or section related to the information or explanation presented.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
c. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
d. Use a variety of transitional words and phrases to manage the sequence of events.
e. Use concrete words and phrases and sensory details to convey experiences and events precisely.
f. Provide a conclusion that follows from the narrated experiences or events.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
NCDPI Unpacking Documents
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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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.
NCDPI Unpacking Documents
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.
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.
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Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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Identify the reasons and evidence a speaker provides to support particular points.
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Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; adjust speech as appropriate to formal and informal discourse.
NCDPI Unpacking Documents
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum.
NCDPI Unpacking Documents
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English and situations where informal discourse is appropriate.
NCDPI Unpacking Documents
Determine and/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: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of figurative language and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
NCDPI Unpacking Documents
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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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 the text.
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Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
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Determine the meaning of words and phrases as they are used in a text, recognizing specific word choices that contribute to meaning and tone.
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Explain how chapters, scenes, or stanzas provide the overall structure of a particular story, drama, or poem.
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Describe how a narrator’s or speaker’s point of view influences how events are described.
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Analyze how visual and multimedia elements contribute to the meaning, tone, or aesthetics of a text.
NCDPI Unpacking Documents
Not applicable to literature.
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Compare and contrast stories in the same genre on their approaches to similar themes and topics.
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By the end of grade 5, read and understand literature at the high end of the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
NCDPI Unpacking Documents
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
NCDPI Unpacking Documents
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
NCDPI Unpacking Documents
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
NCDPI Unpacking Documents
Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
NCDPI Unpacking Documents
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.
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Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
NCDPI Unpacking Documents
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
NCDPI Unpacking Documents
By the end of grade 5, read and understand informational texts at the high end of the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Create readable documents through legible handwriting (cursive).
NCDPI Unpacking Documents
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 to read accurately unfamiliar multisyllabic words in context and out of context.
NCDPI Unpacking Documents
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-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.
NCDPI Unpacking Documents
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
c. Provide logically ordered reasons that are supported by facts and details.
d. Link opinion and reasons using words, phrases, and clauses.
e. Provide a concluding statement or section related to the opinion presented.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension.
c. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
d. Link ideas within and across categories of information using words, phrases, and clauses.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Provide a concluding statement or section related to the information or explanation presented.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
c. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.
d. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
e. Use concrete words and phrases and sensory details to convey experiences and events precisely.
f. Provide a conclusion that follows from the narrated experiences or events.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.
NCDPI Unpacking Documents
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
NCDPI Unpacking Documents
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
NCDPI Unpacking Documents
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; adapt speech to a variety of contexts and tasks.
NCDPI Unpacking Documents
Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum.
NCDPI Unpacking Documents
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.
b. Compare and contrast the varieties of English used in stories, dramas, or poems.
NCDPI Unpacking Documents
Determine and/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: context clues, word parts, word relationships, and reference materials.
NCDPI Unpacking Documents
Demonstrate understanding of figurative language 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.
NCDPI Unpacking Documents
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
NCDPI Unpacking Documents
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
NCDPI Unpacking Documents
Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Explain how an author develops the point of view of the narrator or speaker in a text.
NCDPI Unpacking Documents
Compare 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.
NCDPI Unpacking Documents
Not applicable to literature.
NCDPI Unpacking Documents
Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
NCDPI Unpacking Documents
By the end of grade 6, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
NCDPI Unpacking Documents
Determine 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.
NCDPI Unpacking Documents
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
NCDPI Unpacking Documents
Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning.
NCDPI Unpacking Documents
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
NCDPI Unpacking Documents
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
NCDPI Unpacking Documents
Integrate information presented in different media or formats, including visually and quantitatively, as well as in words to develop a coherent understanding of a topic or issue.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Compare and contrast one author’s presentation of events with that of another.
NCDPI Unpacking Documents
By the end of grade 6, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Write arguments to support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s) and organize the reasons and evidence clearly.
c. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
d. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the argument presented.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
d. Use appropriate transitions to clarify the relationships among ideas and concepts.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from the information or explanation presented.
h. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
d. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
e. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
f. Provide a conclusion that follows from the narrated experiences or events.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.
NCDPI Unpacking Documents
Use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient word processing skills.
NCDPI Unpacking Documents
Conduct short research projects to answer a question, drawing on several sources and refocusing the investigation when appropriate.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
NCDPI Unpacking Documents
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
NCDPI Unpacking Documents
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; adapt speech to a variety of contexts and tasks.
NCDPI Unpacking Documents
Include multimedia components and visual displays in presentations to clarify information.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
NCDPI Unpacking Documents
Use 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.
NCDPI Unpacking Documents
Determine and/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: context clues, word parts, word relationships, and reference materials.
NCDPI Unpacking Documents
Demonstrate understanding of figurative language and nuances in word meanings.
a. Interpret figures of speech in context based on grade 6 reading and content.
b. Distinguish among the connotations of words with similar denotations.
NCDPI Unpacking Documents
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NCDPI Unpacking Documents
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
NCDPI Unpacking Documents
Determine a theme of a text and analyze its development over the course of the text; provide an objective summary of the text.
NCDPI Unpacking Documents
Analyze how particular elements of a story or drama interact.
NCDPI Unpacking Documents
Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work.
NCDPI Unpacking Documents
Analyze how a drama’s or poem’s (or other literary genre’s) form or structure contributes to its meaning.
NCDPI Unpacking Documents
Analyze how an author develops and contrasts the perspectives of different characters in a text.
NCDPI Unpacking Documents
Compare 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.
NCDPI Unpacking Documents
Not applicable to literature.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
By the end of grade 7, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
NCDPI Unpacking Documents
Determine 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.
NCDPI Unpacking Documents
Analyze the interactions between individuals, events, and ideas in a text.
NCDPI Unpacking Documents
Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
NCDPI Unpacking Documents
Analyze 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.
NCDPI Unpacking Documents
Determine 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.
NCDPI Unpacking Documents
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.
NCDPI Unpacking Documents
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.
NCDPI Unpacking Documents
Analyze 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.
NCDPI Unpacking Documents
By the end of grade 7, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Write arguments to support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the argument presented.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
NCDPI Unpacking Documents
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
h. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
d. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
e. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
f. Provide a conclusion that follows from and reflects on the narrated experiences or events.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
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Use digital tools and resources to produce and publish writing, link to and cite sources, and to interact and collaborate with others.
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Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
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Gather 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.
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Engage 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.
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Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
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Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; adapt speech to a variety of contexts and tasks.
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Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
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Use 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.
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Determine and/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: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of figurative language and nuances in word meanings.
a. Interpret figures of speech in context based on grade 7 reading and content.
b. Distinguish among the connotations of words with similar denotations.
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Determine a theme 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.
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Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
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Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
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Analyze how differences in the perspectives of the characters and the audience or reader create such effects as suspense or humor.
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Analyze 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.
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Not applicable to literature.
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Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new.
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By the end of grade 8, read and understand literature at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Determine 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.
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Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
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Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
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Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
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Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
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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.
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Analyze 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.
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By the end of grade 8, read and understand informational texts at the high end of the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
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Write arguments to support claims with clear reasons and relevant evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the argument presented.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
d. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
e. Use precise language and domain-specific vocabulary to inform about or explain the topic.
f. Establish and maintain a formal style.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
h. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
d. 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.
e. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
f. Provide a conclusion that follows from and reflects on the narrated experiences or events.
g. With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
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Use digital tools and resources to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
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Conduct 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.
NCDPI Unpacking Documents
Gather 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.
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Engage 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.
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Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation.
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Delineate 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.
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Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; adapt speech to a variety of contexts and tasks.
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Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.
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Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active or passive voice and in the conditional mood to achieve particular effects.
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Determine and/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: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of figurative language and nuances in word meanings.
a. Interpret figures of speech in context based on grade 8 reading and content.
b. Distinguish among the connotations of words with similar denotations.
NCDPI Unpacking Documents
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NCDPI Unpacking Documents
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Determine a theme 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.
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Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone.
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Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or surprise.
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Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
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Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
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Not applicable to literature.
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Analyze how an author adopts or adapts source material in a specific work.
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By the end of grade 9, read and understand literature within the 9-10 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
By the end of grade 10, read and understand literature at the high end of the 9-10 text complexity band proficiently and independently for sustained periods of time.
Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
NCDPI Unpacking Documents
Determine 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.
NCDPI Unpacking Documents
Analyze 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.
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Determine the meaning of words and phrases as they are used in a text; analyze the cumulative impact of specific word choices on meaning and tone.
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Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
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Determine 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.
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Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
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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.
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Analyze influential documents of historical and literary significance, including how they address related themes and concepts.
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By the end of grade 9, read and understand informational texts within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
By the end of grade 10, read and understand informational texts at the high end of the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. 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.
d. 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.
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 argument presented.
g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Write 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. Organize information and ideas around a topic to plan and prepare to write.
b. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension.
c. 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.
d. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
h. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
d. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
e. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
f. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Use digital tools and resources 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.
NCDPI Unpacking Documents
Conduct 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.
NCDPI Unpacking Documents
Gather 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.
NCDPI Unpacking Documents
Initiate 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, 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 conclusions.
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.
NCDPI Unpacking Documents
Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
NCDPI Unpacking Documents
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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Present 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.
NCDPI Unpacking Documents
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
NCDPI Unpacking Documents
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
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Apply 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 appropriate for the discipline and writing type.
b. Use parallel structure.
NCDPI Unpacking Documents
Determine and/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: context clues, word parts, word relationships, and reference materials.
NCDPI Unpacking Documents
Demonstrate understanding of figurative language and nuances in word meanings.
a. Interpret figures of speech in context and analyze their role in the text based on grades 9-10 reading and content.
b. Analyze nuances in the meaning of words with similar denotations.
NCDPI Unpacking Documents
Acquire 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 developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Cite 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.
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Determine two or more themes 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.
NCDPI Unpacking Documents
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
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Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.
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Analyze how an author’s choices concerning how to construct specific parts of a text contribute to its overall structure and meaning as well as its effect on the reader.
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Analyze a case in which grasping perspective requires distinguishing what is directly stated in a text from what is really meant.
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Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
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Not applicable to literature.
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Analyze how two or more texts from the same period treat similar themes or topics and compare the approaches the authors take.
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By the end of grade 11, read and understand literature within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
By the end of grade 12, read and understand literature at the high end of the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Cite 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.
NCDPI Unpacking Documents
Determine 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.
NCDPI Unpacking Documents
Analyze 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.
NCDPI Unpacking Documents
Determine the meaning of words and phrases as they are used in a text; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
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Analyze 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.
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Determine 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, and/or persuasiveness of the text.
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Integrate and evaluate multiple sources of information presented in different media or formats, including visually and quantitatively, as well as in words in order to address a question or solve a problem.
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Delineate and evaluate the reasoning in influential U.S. and/or British texts, including the premises, purposes, and arguments in works of public advocacy.
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Analyze foundational U.S. and/or British documents of historical and literary significance for their themes, purposes, and rhetorical features.
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By the end of grade 11, read and understand informational texts within the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
By the end of grade 12, read and understand informational texts at the high end of the 11-12 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
NCDPI Unpacking Documents
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. 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.
d. 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.
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 argument presented.
g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Write 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. Organize information and ideas around a topic to plan and prepare to write.
b. 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, graphics, and multimedia when useful to aiding comprehension.
c. 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.
d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
g. Provide a concluding statement or section that follows from and supports the information or explanation presented.
h. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Organize information and ideas around a topic to plan and prepare to write.
b. 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.
c. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
d. 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. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
f. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
g. Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
NCDPI Unpacking Documents
Use digital tools and resources to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
NCDPI Unpacking Documents
Conduct 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.
NCDPI Unpacking Documents
Gather 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.
NCDPI Unpacking Documents
Initiate 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 or research is required to deepen the investigation or complete the task.
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Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
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Evaluate 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.
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Present 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 of formal and informal tasks.
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Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum.
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum.
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Apply 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 for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
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Determine and/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: context clues, word parts, word relationships, and reference materials.
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Demonstrate understanding of figurative language and nuances in word meanings.
a. Interpret figures of speech in context and analyze their role in the text based on grades 11-12 reading and content.
b. Analyze nuances in the meaning of words with similar denotations.
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Acquire 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 developing vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NCDPI Unpacking Documents
Skill K-1 2-3 4-5 6-8 9-12
Subject/Verb Agreement
  • Use singular and plural nouns with matching verbs in basic sentences
  • Ensure subject/verb agreement
  • Continue to ensure subject/verb agreement
  • Continue to ensure subject/verb agreement
  • Students apply grammar and usage skills to create a unique style and voice when writing or speaking with increasing sophistication and effect in grades 9-12. Skills taught in previous grades should be reinforced and expanded.
    Nouns
  • Form frequently occurring nouns; form regular plural nouns (/s/ or /es/)
  • Use common, proper, & possessive nouns
  • Explain the function of nouns
  • Use collective nouns (such as group)
  • Form and use frequently occurring regular and irregular plural nouns
  • Use abstract nouns (such as courage)
  • Continue to use regular and irregular plural nouns
  • Verbs
  • Form frequently occurring verbs
  • Convey sense of time
  • Explain the function of verbs
  • Form and use past tenseof frequently occurring irregular verbs
  • Form and use regularand irregular verbs
  • Form and use simpleverb tenses
  • Form and use the perfect verb tenses
  • Convey sense of various times, sequences
  • Recognize inappropriate shifts in verb tense
  • Form and use progressive verb tenses
  • Use modal auxiliaries(such as may or must)
  • Continue to form and use the perfect verb tenses
  • Convey sense of various times, sequences, states, and conditions
  • Recognize and correct inappropriate shifts in verb tense
  • Explain the function of verbals (such as gerunds or participles)
  • Form and use verbs in active & passive voice
  • Form and use indicative, imperative, interrogative, conditional moods
  • Recognize and correct inappropriate shifts in voice and mood
  • Form and use transitive/intransitive verbs
  • Adjectives
  • Use frequently occurring adjectives
  • Explain the function of adjectives
  • Accurately choose which to use -adjective or adverb
  • Form and use comparative and superlative adjectives and accurately choose which to use -adjective or adverb
  • Order adjectives within sentences according to conventional patterns
  • Form and use compound adjectives
  • Conjunctions
  • Use frequently occurring conjunctions
  • Explain the function of conjunctions
  • Use coordinating and subordinating conjunctions
  • Continue to use coordinating and subordinating conjunctions
  • Use correlative conjunctions (such as either/or)
  • Adverbs
  • Accurately choose which to use -adjective or adverb
  • Explain the function of adverbs
  • Form and use comparative adverbs
  • Form and use comparative and superlative adverbs
  • Use relative adverbs
  • Use adverbs that modify adjectives
  • Use adverbs that modify adverbs
  • Sentences
  • Produce and expand simple, compound, declarative, interrogative, imperative, and exclamatory sentences
  • Understand and use question words
  • Produce, expand, and rearrange simple and compound sentences
  • Produce complete sentences, while recognizing and correcting inappropriate fragments and run-on sentences
  • Produce, expand,and rearrange simple, compound, and complex sentences
  • Continue to produce complete sentences, while recognizing and correcting inappropriate fragments and run-on sentences
  • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas
  • Prepositions
  • Use frequently occurring prepositions
  • Explain the function of prepositions
  • Form and use prepositional phrases
  • Pronouns
  • Use personal, possessive, and indefinite pronouns
  • Explain the function of pronouns
  • Continue to use personal, possessive, and indefinite pronouns
  • Use reflexive pronouns
  • Ensure pronoun-antecedent agreement
  • Use relative pronouns
  • Ensure that pronouns are in the proper case (subjective, objective, possessive)
  • Use intensive pronouns
  • Recognize and correct inappropriate shifts in pronoun number and person
  • Recognize and correct vague pronouns
  • Continue to ensure pronoun-antecedent agreement
  • Recognize and apply the nominative case and objective case
  • Determiners
  • Use determiners
  • Correctly use a, an, and the
  • Commonly Confused Words
  • Correctly use common homophones
  • Correctly use frequently confused words (such as to, two, too)
  • Continue to correctly use frequently confused words
  • Interjections
  • Explain the function of and use interjections
  • Continue to use interjections
  • Phrases and Clauses
  • Explain the function of phrases and clauses
  • Recognize independent and dependent phrases and clauses
  • Explain the function of phrases and clauses in general and their function in specific sentences
  • Place phrases and clauses within a sentence and recognize/ correct misplaced and dangling modifiers
  • Form and use indirect/direct objects
  • Usage
  • Recognize variations from standard English in their own and others' writing and speaking
  • Identify and use strategies to improve expression in conventional language
  • Skill K-1 2-3 4-5 6-8 9-12
    Capitalization
  • Capitalize the first word in a sentence
  • Capitalize the pronoun "I"
  • Capitalize dates and names of people
  • Capitalize holidays
  • Capitalize product names
  • Capitalize geographic names
  • Capitalize appropriate words in titles
  • Use correct capitalization
  • Capitalize appropriate words in titles
  • Continue to use correct capitalization
  • Students apply conventions to create a unique style and voice when writing or speaking with increasing sophistication and effect in grades 9-12. Skills taught in previous grades should be reinforced and expanded.
    Punctuation
  • Recognize end punctuation
  • Name end punctuation
  • Use end punctuation for sentences
  • Use commas in dates
  • Use commas to separate single words in a series
  • Use commas in greetings and closings of letters
  • Use an apostrophe to form contractions
  • Use an apostrophe to form frequently occurring possessives
  • Use commas in addresses
  • Use commas in dialogue
  • Form and use possessives
  • Use quotation marks in dialogue
  • Use punctuation to separate items in a series
  • Continue to use commas in addresses
  • Continue to use commas in dialogue
  • Continue to use quotation marks in dialogue
  • Use a comma before a coordinating conjunction in a compound sentence
  • Use commas and quotations to mark direct speech and quotations from a text
  • Use a comma to separate an introductory element from the rest of a sentence
  • Use a comma to set off the words yes and no
  • Use a comma to set off a tag question from the rest of the sentence
  • Use a comma to indicate a direct address
  • Use underlining, quotation marks, or italics to indicate titles of works
  • Use punctuation to set off nonrestrictive/
    parenthetical elements
  • Use a comma to separate coordinate adjectives
  • Use punctuation to indicate a pause or break
  • Use an ellipsis to indicate an omission
  • Use a semicolon to link two or more closely related independent clauses
  • Use a colon to introduce a list or quotation
  • Apply hyphen conventions
  • Spelling
  • Write a letter or letters for most consonant and short-vowel sounds
  • Spell simple words phonetically, drawing on knowledge of sound-letter relationships
  • Spell untaught words phonetically, drawing on knowledge of phonemic awareness and spelling conventions
  • Use conventional spelling for words with common spelling patterns and for frequently occurring grade appropriate irregular words
  • Use conventional spelling for high frequency and other studied words and for adding suffixes to base words
  • Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words
  • Continue to use conventional spelling for high frequency words and other studied words
  • Continue to use conventional spelling for adding suffixes to base words
  • Continue to use spelling patterns and generalizations when writing words
  • Spell grade-appropriate words correctly
  • Consistently apply conventional rules to spell words correctly
  • References
  • Consult reference materials as needed to check and correct spellings
  • Continue to consult reference materials as needed to check and correct spellings
  • Continue to consult reference materials as needed to check and correct spellings