Grade 10 English Language Arts Standards

11.P.EICC.1Reader and Writer Identity

Across the grades →

• 11.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 11.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 11.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 11.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 11.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 11.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

11.P.EICC.2Intentional Text Connections

Across the grades →

• 11.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 11.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 11.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 11.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 11.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

11.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 11.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 11.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 11.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 11.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 11.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 11.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 11.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

11.P.EICC.4Writing Process Flexibility

Tested on the Georgia MilestonesAcross the grades →

• 11.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 11.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 11.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 11.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 11.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 11.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 11.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 11.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

12.P.EICC.1Reader and Writer Identity

Across the grades →

• 12.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 12.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 12.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 12.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 12.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 12.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

12.P.EICC.2Intentional Text Connections

Across the grades →

• 12.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 12.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 12.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 12.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 12.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

12.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 12.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 12.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 12.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 12.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 12.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 12.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 12.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

12.P.EICC.4Writing Process Stages

Across the grades →

• 12.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 12.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 12.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 12.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 12.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 12.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 12.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 12.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

11.P.ST.1Context in Texts

Across the grades →

• 11.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 11.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 11.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

11.P.ST.2Author, Audience, and Purpose

Across the grades →

• 11.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 11.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 11.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

12.P.ST.1Context in Texts

Across the grades →

• 12.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 12.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 12.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

12.P.ST.2Author Strategies for Audience

Across the grades →

• 12.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 12.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 12.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

11.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 11.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 11.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

11.P.AC.1Reading Like a Writer

Across the grades →

• 11.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 11.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

11.P.AC.3Text Design Impact

Across the grades →

• 11.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 11.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 11.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 11.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

12.P.AC.1Reading Like a Writer

Across the grades →

• 12.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 12.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

12.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 12.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 12.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

12.P.AC.3Text Design Impact

Across the grades →

• 12.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 12.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 12.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 12.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

11.P.CP.1Collaborative Goal Achievement

Across the grades →

• 11.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 11.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 11.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 11.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

11.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 11.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 11.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 11.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 11.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 11.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

12.P.CP.1Collaborative Goal Achievement

Across the grades →

• 12.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 12.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 12.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 12.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

12.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 12.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 12.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 12.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 12.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 12.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

11.L.GC.1Standard English Conventions

Across the grades →

11.L.GC.2Syntax for Rhetorical Effect

Across the grades →

• 11.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 11.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 11.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 11.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 11.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

12.L.GC.1Standard English Grammar Conventions

Across the grades →

12.L.GC.2Syntax for Sentence Effects

Across the grades →

• 12.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 12.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 12.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 12.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 12.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

11.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 11.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 11.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

11.L.V.2Word Analysis Skills

Across the grades →

• 11.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 11.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 11.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 11.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

11.L.V.3Nuanced Word Meaning and Purpose

Across the grades →

• 11.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 11.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 11.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 11.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 11.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

12.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 12.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 12.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

12.L.V.2Word Analysis Skills

Across the grades →

• 12.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 12.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 12.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 12.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

12.L.V.3Nuanced Word Choice and Purpose

Across the grades →

• 12.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 12.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 12.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 12.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 12.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

11.T.C.1Purpose and Audience Impact

Across the grades →

• 11.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 11.T.C.1.b

  Assess the impact of voice and tone on a text’s reception by the audience. (I)

• 11.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

11.T.C.2Author Perspective and Context

Across the grades →

• 11.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 11.T.C.2.b

  Determine influencers of text, including “invisible” commercial influences. (I)

• 11.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 11.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

12.T.C.1Purpose and Audience Impact

Across the grades →

• 12.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 12.T.C.1.b

  Evaluate the impact of voice and tone on a text’s reception by the audience. (I)

• 12.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

12.T.C.2Author Perspective and Context

Across the grades →

• 12.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 12.T.C.2.b

  Locate the original source of questionable content to better evaluate credibility and validity. (I)

• 12.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 12.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

11.T.SS.1Organizational Structures Across Genres

Across the grades →

• 11.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 11.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 11.T.SS.1.c

  Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C)

• 11.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

11.T.SS.2Craft and Language Effects

Across the grades →

• 11.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 11.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 11.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

12.T.SS.1Organizational Structures Across Genres

Across the grades →

• 12.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 12.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 12.T.SS.1.c

  Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C)

• 12.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

12.T.SS.2Crafting Language for Effect

Across the grades →

• 12.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 12.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 12.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

11.T.T.1Narrative Techniques

Across the grades →

• 11.T.T.1.a

  Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I)

• 11.T.T.1.b

  Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I)

• 11.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 11.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 11.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

11.T.T.2Expository Techniques

Across the grades →

• 11.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I)

• 11.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 11.T.T.2.c

  This progression ends in 5th grade.

• 11.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

11.T.T.3Argumentative Techniques in Texts

Across the grades →

• 11.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 11.T.T.3.b

  Explain and analyze the impact of logical fallacies in a variety of texts. (I)

• 11.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 11.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)

11.T.T.4Poetic Techniques Overview

Across the grades →

• 11.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 11.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

12.T.T.1Narrative Techniques in Texts

Across the grades →

• 12.T.T.1.a

  Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I)

• 12.T.T.1.b

  Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I)

• 12.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 12.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 12.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

12.T.T.2Expository Techniques

Across the grades →

• 12.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I)

• 12.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 12.T.T.2.c

  This progression ends in 5th grade.

• 12.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

12.T.T.3Argumentative Techniques in Texts

Across the grades →

• 12.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 12.T.T.3.b

  Evaluate and critique the use of rhetorical language in a variety of texts. (I)

• 12.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 12.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)*

12.T.T.4Poetic Techniques in Texts

Across the grades →

• 12.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 12.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

11.T.RA.1Research and Inquiry

Across the grades →

• 11.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 11.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 11.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

11.T.RA.2Curating Sources and Evidence

Across the grades →

• 11.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 11.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 11.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

12.T.RA.1Research and Credible Sources

Across the grades →

• 12.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 12.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 12.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

12.T.RA.2Curating Sources and Evidence

Across the grades →

• 12.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 12.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 12.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

11.T.PM.1Literary Period Themes and Styles

Across the grades →

• 11.T.PM.1.a

  Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I)

• 11.T.PM.1.b

  Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

12.T.PM.1Literary Period Themes and Styles

Across the grades →

• 12.T.PM.1.a

  Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I)

• 12.T.PM.1.b

  Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

11.P.EICC.1Reader and Writer Identity

Across the grades →

• 11.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 11.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 11.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 11.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 11.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 11.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

11.P.EICC.2Intentional Text Connections

Across the grades →

• 11.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 11.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 11.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 11.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 11.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

11.P.EICC.3Complex Text Comprehension Strategies

Across the grades →

• 11.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 11.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 11.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 11.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 11.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 11.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 11.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

11.P.EICC.4Writing Process Flexibility

Across the grades →

• 11.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 11.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 11.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 11.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 11.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 11.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 11.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 11.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

12.P.EICC.1Reader and Writer Identity

Across the grades →

• 12.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 12.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 12.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 12.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 12.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 12.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

12.P.EICC.2Intentional Text Connections

Across the grades →

• 12.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 12.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 12.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 12.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 12.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

12.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 12.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 12.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 12.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 12.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 12.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 12.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 12.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

12.P.EICC.4Writing Process Stages

Across the grades →

• 12.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 12.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 12.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 12.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 12.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 12.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 12.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 12.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

11.P.ST.1Context in Texts

Across the grades →

• 11.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 11.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 11.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

11.P.ST.2Author, Audience, and Purpose

Across the grades →

• 11.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 11.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 11.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

12.P.ST.1Context in Texts

Across the grades →

• 12.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 12.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 12.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

12.P.ST.2Author Strategies for Audience

Across the grades →

• 12.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 12.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 12.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

11.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 11.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 11.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

11.P.AC.1Reading Like a Writer

Across the grades →

• 11.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 11.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

11.P.AC.3Text Design Impact

Across the grades →

• 11.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 11.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 11.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 11.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

12.P.AC.1Reading Like a Writer

Across the grades →

• 12.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 12.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

12.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 12.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 12.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

12.P.AC.3Text Design Impact

Across the grades →

• 12.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 12.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 12.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 12.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

11.P.CP.1Collaborative Goal Achievement

Across the grades →

• 11.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 11.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 11.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 11.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

11.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 11.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 11.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 11.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 11.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 11.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

12.P.CP.1Collaborative Goal Achievement

Across the grades →

• 12.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 12.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 12.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 12.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

12.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 12.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 12.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 12.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 12.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 12.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

11.L.GC.1Standard English Grammar Conventions

Across the grades →

11.L.GC.2Syntax for Rhetorical Effect

Across the grades →

• 11.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 11.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 11.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 11.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 11.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

12.L.GC.1Standard English Grammar Conventions

Across the grades →

12.L.GC.2Syntax for Sentence Effects

Across the grades →

• 12.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 12.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 12.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 12.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 12.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

11.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 11.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 11.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

11.L.V.2Word Analysis Skills

Across the grades →

• 11.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 11.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 11.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 11.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

11.L.V.3Nuanced Word Meaning and Purpose

Across the grades →

• 11.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 11.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 11.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 11.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 11.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

12.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 12.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 12.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

12.L.V.2Word Analysis Skills

Across the grades →

• 12.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 12.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 12.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 12.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

12.L.V.3Nuanced Word Choice and Purpose

Across the grades →

• 12.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 12.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 12.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 12.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 12.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

11.T.C.1Purpose and Audience Impact

Across the grades →

• 11.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 11.T.C.1.b

  Assess the impact of voice and tone on a text’s reception by the audience. (I)

• 11.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

11.T.C.2Author Perspective and Context

Across the grades →

• 11.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 11.T.C.2.b

  Determine influencers of text, including “invisible” commercial influences. (I)

• 11.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 11.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

12.T.C.1Purpose and Audience Impact

Across the grades →

• 12.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 12.T.C.1.b

  Evaluate the impact of voice and tone on a text’s reception by the audience. (I)

• 12.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

12.T.C.2Author Perspective and Context

Across the grades →

• 12.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 12.T.C.2.b

  Locate the original source of questionable content to better evaluate credibility and validity. (I)

• 12.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 12.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

11.T.SS.1Organizational Structures Across Genres

Across the grades →

• 11.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 11.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 11.T.SS.1.c

  Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C)

• 11.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

11.T.SS.2Craft and Language Effects

Across the grades →

• 11.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 11.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 11.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

12.T.SS.1Organizational Structures Across Genres

Across the grades →

• 12.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 12.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 12.T.SS.1.c

  Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C)

• 12.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

12.T.SS.2Crafting Language for Effect

Across the grades →

• 12.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 12.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 12.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

11.T.T.1Narrative Techniques

Across the grades →

• 11.T.T.1.a

  Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I)

• 11.T.T.1.b

  Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I)

• 11.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 11.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 11.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

11.T.T.2Expository Techniques

Across the grades →

• 11.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I)

• 11.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 11.T.T.2.c

  This progression ends in 5th grade.

• 11.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

11.T.T.3Argumentative Techniques in Texts

Across the grades →

• 11.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 11.T.T.3.b

  Explain and analyze the impact of logical fallacies in a variety of texts. (I)

• 11.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 11.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)

11.T.T.4Poetic Techniques Overview

Across the grades →

• 11.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 11.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

12.T.T.1Narrative Techniques in Texts

Across the grades →

• 12.T.T.1.a

  Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I)

• 12.T.T.1.b

  Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I)

• 12.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 12.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 12.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

12.T.T.2Expository Techniques

Across the grades →

• 12.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I)

• 12.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 12.T.T.2.c

  This progression ends in 5th grade.

• 12.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

12.T.T.3Argumentative Techniques in Texts

Across the grades →

• 12.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 12.T.T.3.b

  Evaluate and critique the use of rhetorical language in a variety of texts. (I)

• 12.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 12.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)*

12.T.T.4Poetic Techniques in Texts

Across the grades →

• 12.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 12.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

11.T.RA.1Research and Inquiry Skills

Across the grades →

• 11.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 11.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 11.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

11.T.RA.2Curating Sources and Evidence

Across the grades →

• 11.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 11.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 11.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

12.T.RA.1Research and Credible Sources

Across the grades →

• 12.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 12.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 12.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

12.T.RA.2Curating Sources and Evidence

Across the grades →

• 12.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 12.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 12.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

11.T.PM.1Literary Period Themes and Styles

Across the grades →

• 11.T.PM.1.a

  Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I)

• 11.T.PM.1.b

  Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

12.T.PM.1Literary Period Themes and Styles

Across the grades →

• 12.T.PM.1.a

  Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I)

• 12.T.PM.1.b

  Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

11.P.EICC.1Reader and Writer Identity

Across the grades →

• 11.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 11.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 11.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 11.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 11.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 11.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

11.P.EICC.2Intentional Text Connections

Across the grades →

• 11.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 11.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 11.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 11.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 11.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

11.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 11.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 11.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 11.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 11.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 11.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 11.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 11.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

11.P.EICC.4Writing Process Flexibility

Across the grades →

• 11.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 11.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 11.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 11.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 11.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 11.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 11.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 11.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

12.P.EICC.1Reader and Writer Identity

Across the grades →

• 12.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 12.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 12.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 12.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 12.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 12.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

12.P.EICC.2Intentional Text Connections

Across the grades →

• 12.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 12.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 12.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 12.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 12.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

12.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 12.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 12.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 12.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 12.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 12.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 12.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 12.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

12.P.EICC.4Writing Process Stages

Across the grades →

• 12.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 12.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 12.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 12.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 12.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 12.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 12.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 12.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

11.P.ST.1Context in Texts

Across the grades →

• 11.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 11.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 11.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

11.P.ST.2Author, Audience, and Purpose

Tested on the Georgia MilestonesAcross the grades →

• 11.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 11.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 11.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

12.P.ST.1Context in Texts

Across the grades →

• 12.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 12.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 12.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

12.P.ST.2Author Strategies for Audience

Across the grades →

• 12.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 12.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 12.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

11.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 11.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 11.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 11.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

11.P.AC.1Reading Like a Writer

Tested on the Georgia MilestonesAcross the grades →

• 11.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 11.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 11.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

11.P.AC.3Text Design Impact

Tested on the Georgia MilestonesAcross the grades →

• 11.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 11.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 11.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 11.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

12.P.AC.1Reading Like a Writer

Across the grades →

• 12.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 12.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 12.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

12.P.AC.2Audience-Centered Writing Craft

Across the grades →

• 12.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 12.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 12.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

12.P.AC.3Text Design Impact

Across the grades →

• 12.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 12.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 12.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 12.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

11.P.CP.1Collaborative Goal Achievement

Across the grades →

• 11.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 11.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 11.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 11.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

11.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 11.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 11.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 11.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 11.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 11.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

12.P.CP.1Collaborative Goal Achievement

Across the grades →

• 12.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 12.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 12.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 12.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

12.P.CP.2Audience-Tailored Presentation Skills

Across the grades →

• 12.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 12.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 12.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 12.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 12.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

11.L.GC.1Standard English Conventions

Across the grades →

11.L.GC.2Syntax for Rhetorical Effect

Across the grades →

• 11.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 11.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 11.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 11.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 11.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

12.L.GC.1Standard English Grammar Conventions

Across the grades →

12.L.GC.2Syntax for Sentence Effects

Across the grades →

• 12.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, including evaluating instances of parallel structure. (I)

• 12.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for style and effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 12.L.GC.2.c

  Maintain consistent use of active or passive voice throughout a text, as determined by the purpose, audience, and discipline. (C)

• 12.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes and facilitate engagement. (C)

• 12.L.GC.2.e

  Use and revise parallel structure across paragraphs or sections to create symmetry and convey a congruence of ideas. (C)

11.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 11.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 11.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

11.L.V.2Word Analysis Skills

Across the grades →

• 11.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 11.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 11.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 11.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

11.L.V.3Nuanced Word Meaning and Purpose

Across the grades →

• 11.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 11.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 11.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 11.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 11.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

12.L.V.1Cross-Context Vocabulary Knowledge

Across the grades →

• 12.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 12.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

12.L.V.2Word Analysis Skills

Across the grades →

• 12.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 12.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 12.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 12.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

12.L.V.3Nuanced Word Choice and Purpose

Across the grades →

• 12.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 12.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 12.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 12.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 12.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

11.T.C.1Purpose and Audience Impact

Across the grades →

• 11.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 11.T.C.1.b

  Assess the impact of voice and tone on a text’s reception by the audience. (I)

• 11.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

11.T.C.2Author Perspective and Context

Across the grades →

• 11.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 11.T.C.2.b

  Determine influencers of text, including “invisible” commercial influences. (I)

• 11.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 11.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

12.T.C.1Purpose and Audience Impact

Across the grades →

• 12.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 12.T.C.1.b

  Evaluate the impact of voice and tone on a text’s reception by the audience. (I)

• 12.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

12.T.C.2Author Perspective and Context

Across the grades →

• 12.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 12.T.C.2.b

  Locate the original source of questionable content to better evaluate credibility and validity. (I)

• 12.T.C.2.c

  Evaluate the extent to which historical, disciplinary, and/or personal perspectives affect authors' stylistic and thematic choices in text. (I)

• 12.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

11.T.SS.1Organizational Structures Across Genres

Across the grades →

• 11.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 11.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 11.T.SS.1.c

  Guide the audience through texts using varied transitions that are appropriate to the mode of communication, including between paragraphs and text sections, enhancing cohesion. (C)

• 11.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

11.T.SS.2Craft and Language Effects

Across the grades →

• 11.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 11.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 11.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

12.T.SS.1Organizational Structures Across Genres

Across the grades →

• 12.T.SS.1.a

  Analyze and evaluate the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience or serve a specific purpose. (I)

• 12.T.SS.1.b

  Blend multiple organizational structures to support and enhance a text’s central message. (C)

• 12.T.SS.1.c

  Guide the audience through texts using varied transitions in cohesive multimodal texts, as appropriate for purpose, audience, and design. (C)

• 12.T.SS.1.d

  Apply knowledge of text structure and organization to create influential texts with an introduction that guides the focus and promotes a viewpoint; strategically positioned facts, reasons, explanations, details, descriptions, and/or events to shape audience reception; and a compelling conclusion. (C)

12.T.SS.2Crafting Language for Effect

Across the grades →

• 12.T.SS.2.a

  Analyze and evaluate how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in line with the intended purpose. (I)

• 12.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 12.T.SS.2.c

  Build credibility through a consistent formal, authoritative tone indicative of a confident and knowledgeable expert. (C)

11.T.T.1Narrative Techniques

Across the grades →

• 11.T.T.1.a

  Compare how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) develop and interact across two or more texts, using textual evidence. (I)

• 11.T.T.1.b

  Compare and evaluate how an author uses plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose in two or more texts. (I)

• 11.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 11.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 11.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

11.T.T.2Expository Techniques

Across the grades →

• 11.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate clarity of information. (I)

• 11.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 11.T.T.2.c

  This progression ends in 5th grade.

• 11.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

11.T.T.3Argumentative Techniques in Texts

Across the grades →

• 11.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 11.T.T.3.b

  Explain and analyze the impact of logical fallacies in a variety of texts. (I)

• 11.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 11.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)

11.T.T.4Poetic Techniques Overview

Across the grades →

• 11.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 11.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

12.T.T.1Narrative Techniques in Texts

Across the grades →

• 12.T.T.1.a

  Evaluate how different authors develop and use narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) across texts, using textual evidence. (I)

• 12.T.T.1.b

  Compare and evaluate how multiple authors use plot structures, conflict, narrative devices, word choice, and other craft techniques to impact audiences and create purpose. (I)

• 12.T.T.1.c

  Compare how different authors develop a similar theme, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 12.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 12.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text using metaphors and symbolism, achieve specific purposes, engage audiences, and enhance writing. (C)

12.T.T.2Expository Techniques

Across the grades →

• 12.T.T.2.a

  Evaluate and critique expository techniques and organizational patterns and their effect; evaluate and critique clarity of information and its impact. (I)

• 12.T.T.2.b

  Analyze and evaluate texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 12.T.T.2.c

  This progression ends in 5th grade.

• 12.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, uses multiple text structures, and adjusts tone for a variety of audiences and purposes. (C)

12.T.T.3Argumentative Techniques in Texts

Across the grades →

• 12.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 12.T.T.3.b

  Evaluate and critique the use of rhetorical language in a variety of texts. (I)

• 12.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 12.T.T.3.d

  Integrate multiple rhetorical devices or appeals strategically. (C)*

12.T.T.4Poetic Techniques in Texts

Across the grades →

• 12.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 12.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

11.T.RA.1Research and Inquiry Skills

Across the grades →

• 11.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 11.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 11.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

11.T.RA.2Curating Sources and Evidence

Across the grades →

• 11.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 11.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 11.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

12.T.RA.1Research and Credible Sources

Across the grades →

• 12.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 12.T.RA.1.b

  Synthesize information from a variety of credible sources to support a central thesis, citing appropriately. (I)

• 12.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas following the guidelines of Modern Language Association (MLA) format or American Psychological Association (APA) format. (C)

12.T.RA.2Curating Sources and Evidence

Across the grades →

• 12.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 12.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 12.T.RA.2.c

  Follow Modern Language Association (MLA) or American Psychological Association (APA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

11.T.PM.1Literary Period Themes and Styles

Across the grades →

• 11.T.PM.1.a

  Explain how a group of writers in a particular time and place came together to constitute a social/cultural/political movement. (I)

• 11.T.PM.1.b

  Identify and discuss major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

12.T.PM.1Literary Period Themes and Styles

Across the grades →

• 12.T.PM.1.a

  Compare and contrast the works of writers and artists who are part of a specific movement during a particular time period. (I)

• 12.T.PM.1.b

  Compare and contrast major authors and works of three periods of English and American literary history, including key themes and stylistic features. (I)

8.P.EICC.1Reader and Writer Identity

Tested on the Georgia MilestonesAcross the grades →

• 8.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 8.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 8.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 8.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 8.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 8.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

8.P.EICC.2Author and Audience Dialogue

Across the grades →

• 8.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 8.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 8.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 8.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 8.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

8.P.EICC.3Reading Comprehension Strategies

Tested on the Georgia MilestonesAcross the grades →

• 8.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 8.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 8.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 8.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 8.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 8.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 8.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

8.P.EICC.4Writing Process Overview

Across the grades →

• 8.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 8.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 8.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 8.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 8.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 8.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 8.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 8.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

9.P.EICC.1Reader and Writer Identity

Across the grades →

• 9.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 9.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 9.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 9.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 9.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 9.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

9.P.EICC.2Intentional Author & Audience Dialogue

Across the grades →

• 9.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 9.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 9.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 9.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 9.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

9.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 9.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 9.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 9.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 9.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 9.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 9.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 9.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

9.P.EICC.4Writing Process Stages

Across the grades →

• 9.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 9.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 9.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 9.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 9.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 9.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 9.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 9.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

8.P.ST.1Context in Text Interpretation

Tested on the Georgia MilestonesAcross the grades →

• 8.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 8.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 8.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

8.P.ST.2Author, Audience, and Purpose

Tested on the Georgia MilestonesAcross the grades →

• 8.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 8.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 8.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

9.P.ST.1Context in Texts

Across the grades →

• 9.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 9.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 9.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

9.P.ST.2Author, Audience, and Purpose

Across the grades →

• 9.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 9.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 9.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

8.P.AC.1Reading Like a Writer

Across the grades →

• 8.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 8.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 8.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 8.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

8.P.AC.2Writing Like a Reader

Across the grades →

• 8.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 8.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 8.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 8.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

8.P.AC.3Multimodal Text Design

Across the grades →

• 8.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 8.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 8.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 8.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

9.P.AC.1Reading like a Writer

Across the grades →

• 9.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 9.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 9.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 9.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

9.P.AC.2Writing like a Reader

Across the grades →

• 9.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 9.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 9.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 9.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

9.P.AC.3Text Design Impact

Across the grades →

• 9.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 9.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 9.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 9.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

8.P.CP.1Collaborative Shared Goals

Across the grades →

• 8.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 8.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 8.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 8.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

8.P.CP.2Audience-Tailored Presentation

Across the grades →

• 8.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 8.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 8.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 8.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 8.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

9.P.CP.1Collaborative Goal Achievement

Across the grades →

• 9.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 9.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 9.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 9.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

9.P.CP.2Audience-Tailored Presentation

Across the grades →

• 9.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 9.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 9.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 9.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 9.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

8.L.GC.1Standard English Conventions

Across the grades →

• 8.L.GC.1.50

  Use ellipses appropriately. (Master)

• 8.L.GC.1.51

  Use hyphens with appropriate affixes and compound words. (Master)

• 8.L.GC.1.52

  Use semicolons, with or without a conjunctive adverb, to form compound and compound-complex sentences. (Master)

• 8.L.GC.1.53

  Use parts of speech and their associated phrases or clauses to perform indicated sentence functions (e.g., subject, direct object, predicate nominative, modifier). (Master)

• 8.L.GC.1.54

  Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Continue)

• 8.L.GC.1.56

  Use colons to introduce lists, examples, and explanations. (Master)

• 8.L.GC.1.57

  Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Continue)

• 8.L.GC.1.58

  Use tenses and aspects to indicate the mood of a verb. (Introduce)

• 8.L.GC.1.59

  Use colons to introduce quotations. (Introduce)

• 8.L.GC.1.60

  Use dashes appropriately. (Introduce)

• 8.L.GC.1.61

  Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Introduce)

8.L.GC.2Syntax for Clarity and Meaning

Tested on the Georgia MilestonesAcross the grades →

• 8.L.GC.2.a

  Apply understandings of syntax to comprehend and analyze a variety of grade-level texts. (I)

• 8.L.GC.2.b

  Use a variety of simple, compound, complex, and compound-complex sentences, to condense and combine ideas, maintaining consistent verb tense throughout the text. (C)

• 8.L.GC.2.c

  Distinguish between active and passive voice, revising texts to maintain consistency in active voice. (C)

• 8.L.GC.2.d

  Build and enrich ideas and information in texts, integrating modifying phrases and clauses and eliminating misplaced or dangling modifiers to convey meaning and facilitate engagement. (C)

• 8.L.GC.2.e

  This progression begins in 9th grade.

9.L.GC.1Standard English Grammar Conventions

Across the grades →

• 9.L.GC.1.54

  Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Master)

• 9.L.GC.1.57

  Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Master)

• 9.L.GC.1.58

  Use tenses and aspects to indicate the mood of a verb. (Master)

• 9.L.GC.1.59

  Use colons to introduce quotations. (Master)

• 9.L.GC.1.60

  Use dashes appropriately. (Continue)

• 9.L.GC.1.61

  Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Continue)

9.L.GC.2Syntax for Sentence Effect

Across the grades →

• 9.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, recognizing instances of parallel structure. (I)

• 9.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 9.L.GC.2.c

  Maintain consistent use of active voice throughout a text to communicate clearly and concisely. (C)

• 9.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C)

• 9.L.GC.2.e

  Recognize and use parallel structure within a sentence to create symmetry and convey a congruence of ideas. (C)

8.L.V.1Cross-Context Vocabulary Building

Tested on the Georgia MilestonesAcross the grades →

• 8.L.V.1.a

  Acquire a range of general, academic, and disciplinary vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 8.L.V.1.b

  Use grade-level general, academic, and disciplinary vocabulary to communicate clearly and precisely in a variety of settings. (C)

8.L.V.2Word Analysis Skills

Tested on the Georgia MilestonesAcross the grades →

• 8.L.V.2.a

  Deconstruct words using etymology knowledge, Greek and Latin roots, root words, and/or affixes to determine or clarify meaning in grade-level texts. (I)

• 8.L.V.2.b

  Apply knowledge of parts of speech to determine the meanings of words and phrases in grade-level texts. (I)

• 8.L.V.2.c

  Construct words based on knowledge of Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 8.L.V.2.d

  Use knowledge of parts of speech to determine precise words and phrases when constructing texts. (C)

8.L.V.3Denotation and Connotation

Tested on the Georgia MilestonesAcross the grades →

• 8.L.V.3.a

  This progression transitions to 6-8.L.V.3.b.

• 8.L.V.3.b

  Analyze relationships between words, phrases, and/or clauses (e.g., synonyms, antonyms, analogies, contextual clues) to determine, distinguish, or clarify the meaning of unknown or multiple-meaning words and phrases. (I)

• 8.L.V.3.c

  Distinguish between the connotations of words that share a similar denotation (e.g., confident, assertive, egotistic, pompous, smug). (I)

• 8.L.V.3.d

  Use available print and/or digital resources, including reference materials and digital tools (e.g., online search, embedded word processing features), to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 8.L.V.3.e

  Determine or clarify the nuanced meanings of closely related words or phrases using available print and/or digital resources to make strategic decisions when speaking and writing. (C)

9.L.V.1Academic Vocabulary Knowledge

Across the grades →

• 9.L.V.1.a

  Acquire a range of general, academic, disciplinary, technical, and professional vocabulary through grade-level print, digital, and/or multimodal texts or content. (I)

• 9.L.V.1.b

  Use grade-level general, academic, disciplinary, technical, and professional vocabulary to communicate clearly and precisely, adjusting style as appropriate in a variety of settings. (C)

9.L.V.2Word Analysis Skills

Across the grades →

• 9.L.V.2.a

  Deconstruct unknown words or phrases using etymology knowledge, common Greek and Latin roots, root words, and/or affixes to determine meaning as used in grade-level texts. (I)

• 9.L.V.2.b

  Determine the meanings of words and phrases in context by analyzing the function of parts of speech. (I)

• 9.L.V.2.c

  Construct words based on Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. (C)

• 9.L.V.2.d

  Use knowledge of parts of speech to determine precise and effective words and phrases when constructing texts. (C)

9.L.V.3Nuanced Word Meaning and Purpose

Across the grades →

• 9.L.V.3.a

  This progression transitions to 9-12.L.V.3.b.

• 9.L.V.3.b

  Analyze relationships between words to determine connotative and denotative meanings for words and/or phrases across a variety of contexts. (I)

• 9.L.V.3.c

  Analyze the nuances in connotative meaning of words that share a similar denotation. (I)

• 9.L.V.3.d

  Use available print and/or digital resources, including reference materials, style guides, digital tools (e.g., online searches, embedded word processing features) to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. (I)

• 9.L.V.3.e

  Make strategic language decisions when writing or speaking by determining, clarifying, or verifying the nuanced meanings of closely related words or phrases using available print and/or digital resources. (C)

8.T.C.1Purpose and Audience Impact

Across the grades →

• 8.T.C.1.a

  Analyze the development of multiple purposes within a single text and how those purposes target specific audiences. (I)

• 8.T.C.1.b

  Use text mode features to aid comprehension and analysis of a variety of disciplinary texts and their related contexts. (I)

• 8.T.C.1.c

  Construct multimodal texts and/or presentations that serve more than one purpose and target a specific audience, using multiple, clearly identifiable features of incorporated modes. (C)

8.T.C.2Author Perspective and Influence

Tested on the Georgia MilestonesAcross the grades →

• 8.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 8.T.C.2.b

  Identify an author’s bias and determine how that bias impacts text credibility. (I)

• 8.T.C.2.c

  Analyze the impact of background information and context (e.g., geography, location, era, historical happenings) on text development. (I)

• 8.T.C.2.d

  Use a variety of credible sources to research the answers to questions on academic and individual topics of interest. (C)

9.T.C.1Purpose and Audience Impact

Across the grades →

• 9.T.C.1.a

  Use knowledge of texts’ distinct disciplinary, personal, or technical purposes to aid comprehension. (I)

• 9.T.C.1.b

  Assess the impact of context and language on a text’s reception by the audience. (I)

• 9.T.C.1.c

  Construct and self-evaluate multimodal texts and/or presentations that serve more than one purpose and target a specific audience using multiple, clearly identifiable features of incorporated modes. (C)

9.T.C.2Author Perspective and Context

Across the grades →

• 9.T.C.2.a

  Compare and contrast varying perspectives on a particular topic found across a variety of texts, analyzing how texts establish and develop perspective to shape perceptions or beliefs. (I)

• 9.T.C.2.b

  Identify the impact of the speaker’s reliability or credibility on the text. (I)

• 9.T.C.2.c

  Determine the reasons for changing attitudes around a topic and how that affects text. (I)

• 9.T.C.2.d

  Synthesize information from a variety of credible sources used to research the answers to questions on academic and individual topics of interest. (C)

8.T.SS.1Organizational Text Structures

Across the grades →

• 8.T.SS.1.a

  Analyze how authors modify organizational structures or features to convey meaning, respond to the audience, or achieve specific purposes. (I)

• 8.T.SS.1.b

  Design texts, flexibly employing a variety of text structures and text features to convey information and add style, as appropriate to purpose and audience. (C)

• 8.T.SS.1.c

  Use varied words, phrases, and clauses to transition between ideas and to aid overall cohesion. (C)

• 8.T.SS.1.d

  Craft multi-paragraph texts using a coherent structure with an introduction that guides the focus; logically organized and integrated supporting facts, reasons, explanations, details, descriptions, and/or events; and a conclusion with a sense of finality. (C)

8.T.SS.2Craft & Language Choices

Tested on the Georgia MilestonesAcross the grades →

• 8.T.SS.2.a

  Analyze how figurative language, connotative language, and/or literary device choices are used strategically to achieve specific purposes for target audiences. (I)

• 8.T.SS.2.b

  Use figurative language, literary devices, or connotative language for intentional effects when creating texts to achieve specific purposes or appeal to the target audience. (C)

• 8.T.SS.2.c

  Use formal or informal style characteristics as indicated by a text’s purpose, audience, and disciplinary context. (C)

9.T.SS.1Text Organizational Structure

Across the grades →

• 9.T.SS.1.a

  Analyze the effectiveness of a text’s organizational structure to meet the needs and expectations of the target audience. (I)

• 9.T.SS.1.b

  Craft and organize texts using an appropriate structure and features for mode, genre, purpose, and audience. (C)

• 9.T.SS.1.c

  Guide the audience through texts using transitions between ideas and paragraphs to enhance cohesion. (C)

• 9.T.SS.1.d

  Apply knowledge of text structure and organization to create coherent and cohesive texts with an introduction that guides the focus and captures the audience; purposefully organized and developed supporting facts, reasons, explanations, details, descriptions, and/or events; and a memorable conclusion. (C)

9.T.SS.2Craft and Language Effects

Across the grades →

• 9.T.SS.2.a

  Analyze how the use of figurative, connotative, and/or rhetorical language contributes to the development of meaning, tone, or mood in a wide variety of texts. (I)

• 9.T.SS.2.b

  Use literary devices, figurative language, rhetorical language, and/or rhetorical appeals to create a variety of effects, as appropriate to intended purpose and target audience. (C)

• 9.T.SS.2.c

  Use formal or informal style, as appropriate to audience, purpose, and context. (C)

8.T.T.1Narrative Techniques Overview

Tested on the Georgia MilestonesAcross the grades →

• 8.T.T.1.a

  Analyze how narrative techniques are used across the text to develop plot, characters, and setting. (I)

• 8.T.T.1.b

  Analyze how plot structures, conflict, and narrative devices (e.g., flashback, foreshadowing) work together to create an intended effect (e.g., suspense, tension, humor) on the audience. (I)

• 8.T.T.1.c

  Analyze how authors convey and reveal themes through characters, events, and plot structure. (I)

• 8.T.T.1.d

  Analyze how a modern literary work draws on themes, event patterns, or character types from different time periods. (I)

• 8.T.T.1.e

  Apply narrative techniques to enhance writing, engage audiences, and achieve specific purposes. (C)

8.T.T.2Expository Techniques Overview

Tested on the Georgia MilestonesAcross the grades →

• 8.T.T.2.a

  Analyze the development of expository techniques used to present and design content, including multiple main ideas, facts, statistics, key details, information from text features, and a sense of closure. (I)

• 8.T.T.2.b

  Analyze and evaluate 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. (I)

• 8.T.T.2.c

  This progression ends in 5th grade.

• 8.T.T.2.d

  Apply multiple expository techniques (e.g., main idea, facts, statistics, key details, text features, sense of closure) to enhance writing and engage audiences. (C)

8.T.T.3Argumentative Techniques Overview

Across the grades →

• 8.T.T.3.a

  Analyze the development of argumentative techniques used to present and design content, including an author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion that logically follows the argument. (I)

• 8.T.T.3.b

  This progression begins in 9th grade.

• 8.T.T.3.c

  Apply argumentative techniques (e.g., author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion) to enhance writing and engage audiences. (C)

• 8.T.T.3.d

  This progression begins in 9th grade.

8.T.T.4Poetic Techniques Overview

Across the grades →

• 8.T.T.4.a

  Analyze the development of poetic techniques used to present and design content, including stanzas, rhyme scheme, imagery, figurative language, and/or cacophony.

• 8.T.T.4.b

  Apply poetic techniques (e.g., stanzas, rhyme/rhyme scheme, imagery, figurative language, sound devices) to produce poetry and engage audiences. (C)

9.T.T.1Narrative Techniques

Across the grades →

• 9.T.T.1.a

  Describe how narrative techniques (including archetypes, multiple perspectives, plot structure, and symbolism) interact, using textual evidence. (I)

• 9.T.T.1.b

  Analyze how plot structures, conflict, narrative devices, word choice, and other craft techniques are impacted by an author’s purpose. (I)

• 9.T.T.1.c

  Analyze how a text’s theme has social relevance and is developed across a text, comparing passages within and across texts, providing both reasoning and supportive textual evidence. (I)

• 9.T.T.1.d

  Analyze how literary works draw on themes, event patterns, or character types from different time periods. (I)

• 9.T.T.1.e

  Effectively apply a variety of narrative techniques to develop complex character(s) who change, use setting to create mood, develop an idea or theme across the text, achieve specific purposes, engage audiences, and enhance writing. (C)

9.T.T.2Expository Techniques Overview

Across the grades →

• 9.T.T.2.a

  Analyze and evaluate the use and effect of expository techniques and organizational patterns. (I)

• 9.T.T.2.b

  Analyze texts with conflicting information or opposing viewpoints and determine where the texts disagree on matters of fact or interpretations. (I)

• 9.T.T.2.c

  This progression ends in 5th grade.

• 9.T.T.2.d

  Apply expository techniques to develop a cohesive text, organized in a way that clarifies the relationship between ideas, includes multiple and varied types of information, and uses the appropriate tone to address a target audience and specific purpose. (C)

9.T.T.3Argumentative Techniques

Across the grades →

• 9.T.T.3.a

  Read, discuss, evaluate, and critique a variety of texts, considering the argumentative techniques used to present and design content and their associated implications on meaning or central idea. (I)

• 9.T.T.3.b

  Recognize and analyze the use of rhetorical appeals (ethos, logos, and pathos) in a variety of texts. (I)

• 9.T.T.3.c

  Apply argumentative techniques strategically to enhance writing and engage audiences. (C)

• 9.T.T.3.d

  Use rhetorical devices and appeals to guide the creation and revision of texts. (C)

9.T.T.4Poetic Techniques Overview

Across the grades →

• 9.T.T.4.a

  Read, discuss, evaluate, and critique a variety of poetic texts, considering poetic techniques used to present and design content and their associated implications on meaning and/or theme. (I)

• 9.T.T.4.b

  Apply knowledge of various poetic techniques and conventions to create poetic text for an intended purpose. (C)

8.T.RA.1Research and Inquiry Process

Tested on the Georgia MilestonesAcross the grades →

• 8.T.RA.1.a

  Generate questions to guide research and make connections between related topics of interest, formulating questions to investigate complex topics and ideas. (I)

• 8.T.RA.1.b

  Conduct research by locating, gathering, curating, and integrating information from credible sources (including print, digital, and personal communication) about texts and related topics. (I)

• 8.T.RA.1.c

  Draw from accumulated knowledge and research to analyze texts, supporting, challenging, or extending ideas and information. (C)

8.T.RA.2Curating Sources and Evidence

Tested on the Georgia MilestonesAcross the grades →

• 8.T.RA.2.a

  Locate evidence in print, digital, and multimodal sources to support a central idea or question, consulting Modern Language Association (MLA) guidelines to determine the specific information needed to document particular modes and genres. (I)

• 8.T.RA.2.b

  Analyze print, digital, and multimodal sources for accuracy, credibility, and relevance, determining whether the ideas and information support the topic under investigation and appeal to the target audience. (I)

• 8.T.RA.2.c

  Follow Modern Language Association (MLA) guidelines when integrating textual evidence, clearly identifying and citing the ideas and information of others and ensuring each source is accompanied by a properly formatted entry on a works cited page. (C)

9.T.RA.1Research and Inquiry Process

Across the grades →

• 9.T.RA.1.a

  Generate questions to guide research, make connections between complex topics, explore creative solutions, narrow focus, and/or refine text creation. (I)

• 9.T.RA.1.b

  Use analytical findings to support a research question or thesis, citing appropriately. (I)

• 9.T.RA.1.c

  Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing ideas in Modern Language Association (MLA) format. (C)

9.T.RA.2Curating Sources and Evidence

Across the grades →

• 9.T.RA.2.a

  Navigate and use a variety of credible print and digital sources, including academic databases, to locate relevant information about a central argument, topic, or question. (I)

• 9.T.RA.2.b

  Analyze information from a variety of sources by identifying misconceptions, conflicting information or perspectives, and/or author bias and verifying the validity, relevancy, and accuracy of the information being considered. (I)

• 9.T.RA.2.c

  Follow Modern Language Association (MLA) guidelines when responding to inferential questions about texts or when integrating and citing textual evidence, ensuring each source is accompanied by a basic entry on a works cited page. (C)

8.T.PM.1Literary Periods and Movements

Across the grades →

• 8.T.PM.1.a

  Read and compare and contrast myths and stories (fictional or historical) that modern writers have adapted into their own works. (I)

• 8.T.PM.1.b

  Compare and contrast the treatment of a common theme by different writers within a time period. (I)

9.T.PM.1Literary Periods and Movements

Across the grades →

• 9.T.PM.1.a

  Examine an archetypal story, myth, event, or figure as it is represented in two or more different time periods. (I)

• 9.T.PM.1.b

  Identify and discuss major authors and works of one period of English or American literary history, including key themes and stylistic features. (I)

9.P.EICC.1Reader and Writer Identity

Across the grades →

• 9.P.EICC.1.a

  Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

• 9.P.EICC.1.b

  Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

• 9.P.EICC.1.c

  Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

• 9.P.EICC.1.d

  Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

• 9.P.EICC.1.e

  Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

• 9.P.EICC.1.f

  Develop independence and autonomy as a reader and writer. (I/C)

9.P.EICC.2Author and Audience Dialogue

Across the grades →

• 9.P.EICC.2.a

  Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

• 9.P.EICC.2.b

  Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

• 9.P.EICC.2.c

  Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

• 9.P.EICC.2.d

  Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

• 9.P.EICC.2.e

  Consume and produce texts in order to solve problems or influence decisions. (I/C)

9.P.EICC.3Reading Comprehension Strategies

Across the grades →

• 9.P.EICC.3.a

  Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

• 9.P.EICC.3.b

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 9.P.EICC.3.c

  Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

• 9.P.EICC.3.d

  Summarize and visualize sections of the text to maintain understanding. (I)

• 9.P.EICC.3.e

  Make and track predictions about the events and information likely to come next. (I)

• 9.P.EICC.3.f

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 9.P.EICC.3.g

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

9.P.EICC.4Writing Process Stages

Across the grades →

• 9.P.EICC.4.a

  Establish a purpose and goals for writing and identify a target audience. (C)

• 9.P.EICC.4.b

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 9.P.EICC.4.c

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 9.P.EICC.4.d

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 9.P.EICC.4.e

  Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

• 9.P.EICC.4.f

  Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

• 9.P.EICC.4.g

  Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

• 9.P.EICC.4.h

  Edit the text, ensuring it adheres to the conventions of written language. (C)

9.P.ST.1Context in Texts

Across the grades →

• 9.P.ST.1.a

  Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

• 9.P.ST.1.b

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 9.P.ST.1.c

  Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

9.P.ST.2Author, Audience, and Purpose

Across the grades →

• 9.P.ST.2.a

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 9.P.ST.2.b

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 9.P.ST.2.c

  Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

9.P.AC.1Reading like a Writer

Across the grades →

• 9.P.AC.1.a

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 9.P.AC.1.b

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 9.P.AC.1.c

  Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

• 9.P.AC.1.d

  Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

9.P.AC.2Writing like a Reader

Across the grades →

• 9.P.AC.2.a

  Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

• 9.P.AC.2.b

  Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

• 9.P.AC.2.c

  Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

• 9.P.AC.2.d

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

9.P.AC.3Text Design Impact

Across the grades →

• 9.P.AC.3.a

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 9.P.AC.3.b

  Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

• 9.P.AC.3.c

  Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

• 9.P.AC.3.d

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

9.P.CP.1Collaborative Goal Achievement

Across the grades →

• 9.P.CP.1.a

  Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

• 9.P.CP.1.b

  Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

• 9.P.CP.1.c

  Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

• 9.P.CP.1.d

  Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

9.P.CP.2Audience-Tailored Presentation

Across the grades →

• 9.P.CP.2.a

  Communicate clearly to present ideas, information, and texts. (I/C)

• 9.P.CP.2.b

  Integrate modes and genres most appropriate to purpose and audience. (I/C)

• 9.P.CP.2.c

  Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

• 9.P.CP.2.d

  Engage in dialogue with audiences by asking and answering questions. (I/C)

• 9.P.CP.2.e

  Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

9.L.GC.1Standard English Conventions

Across the grades →

• 9.L.GC.1.54

  Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence. (Master)

• 9.L.GC.1.57

  Form and use verbals and verbal phrases (participles/participials, gerunds, and infinitives) based on function. (Master)

• 9.L.GC.1.58

  Use tenses and aspects to indicate the mood of a verb. (Master)

• 9.L.GC.1.59

  Use colons to introduce quotations. (Master)

• 9.L.GC.1.60

  Use dashes appropriately. (Continue)

• 9.L.GC.1.61

  Use an appropriate style guide to address complex issues of grammar, usage, or mechanics. (Continue)

9.L.GC.2Syntax for Sentence Effect

Across the grades →

• 9.L.GC.2.a

  Apply understandings of syntax to comprehend, analyze, and evaluate a wide variety of texts, recognizing instances of parallel structure. (I)

• 9.L.GC.2.b

  Compose texts with varied syntax, reshaping sentences for effect while maintaining consistency of verb tenses, aspects, and moods. (C)

• 9.L.GC.2.c

  Maintain consistent use of active voice throughout a text to communicate clearly and concisely. (C)

• 9.L.GC.2.d

  Expand and enrich ideas and information, incorporating details and descriptions to achieve specific purposes or facilitate engagement. (C)

• 9.L.GC.2.e

  Recognize and use parallel structure within a sentence to create symmetry and convey a congruence of ideas. (C)