State Curriculum - Reading

Print pages on legal paper, landscape mode.

Grade PK	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.	Standard 4.0 Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
A. Writing	A. Writing	A. Writing	A. Writing	A. Writing	A. Writing	A. Writing	A. Writing	A. Writing	A. Writing
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers	1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
a. Recognize that writing conveys meaning	a. Generate ideas and topics for writing	a. Generate ideas and topics and make a plan for writing	a. Generate ideas and topics and make a plan before writing	a. Generate topics based on discussion of common experiences using techniques such as graphic organizers, journal writing, listing, webbing, and discussion of prior experiences	a. Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences	a. Generate, select, and narrow topics, collectively and independently, using graphic organizers, prior writing, and/or prior experiences	a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas Evaluate topics for personal relevance, scope, and feasibility Begin a coherent plan for developing ideas Explore and evaluate relevant sources of information	a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas Evaluate topics for personal relevance, scope, and feasibility Begin a coherent plan for developing ideas Explore and evaluate relevant sources of information	a. Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas Evaluate topic for personal relevance, scope, and feasibility Begin a coherent plan for developing ideas Explore and evaluate relevant sources of information
b. Generate ideas by using letter-like shapes, symbols, and letters, dictating words and phrases, and using drawings to represent ideas	b. Dictate or write words, phrases, or sentences related to ideas or illustrations	b. Write a first draft with a main idea and supporting details	b. Write a first draft with a main idea and supporting details	b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast Complete an idea by providing topic, support, and concluding sentences	b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast, cause and effect Complete an idea by providing topic, support and concluding sentences	b. Select and use appropriate organizational structures such as narrative, chronological or sequential order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, cause and effect Complete an idea by providing topic, support, and concluding sentences	b. Select, organize, and develop ideas appropriate to topic, audience, and purpose Organize information logically Use effective organizational structures Select or eliminate information as appropriate Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary	b. Select, organize, and develop ideas appropriate to topic, audience, and purpose Organize information logically Use techniques such as graphic organizers and signal words to complete and clarify organizational structures Verify the effectiveness of paragraph development by modifying topic, support and concluding sentences as necessary	b. Select, organize, and develop ideas appropriate to topic, audience, and purpose Organize information logically Use techniques such as graphic organizers and signal words to complete and clarify organizational structures Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary
			c. Organize related ideas into a simple paragraph
2. Compose oral and visual presentations that express personal ideas	2. Compose oral, written, and visual presentations that express personal ideas and inform	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade	2. Compose oral, written and visual presentations that express personal ideas, inform, and persuade
a. Write to express personal ideas using letter-like shapes, symbols, and letters	a. Write to express personal ideas using drawings, symbols, letters, or words	a. Write to express personal ideas using drawings, symbols, letters, words, sentences, and simple paragraphs	a. Write to express personal ideas using a variety of forms, such as journals, narratives, letters, and reports	a. Compose to express personal ideas to develop fluency using a variety of forms such as journals, narratives, letters, reports, and paragraphs	a. Compose to express personal ideas to develop fluency using a variety of forms suited to topic, audience, and purpose	a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose	a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose to develop an awareness of voice and tone	a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style and a clear, intentional, and consistent voice and tone	a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style, a distinctive voice, and a deliberate tone
b. Contribute to a shared writing experience or topic of interest	b. Contribute to a shared writing experience or topic of interest	b. Contribute to a shared writing experience or topic of interest	b. Contribute to a shared writing experience or topic of interest	b. Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives	b. Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives	b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery and figurative language	b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery, figurative language, and sound elements	b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression	b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression
c. Use drawings, letters, or symbols to express personal ideas	c. Use sensory details to expand ideas	c. Use sensory details to expand ideas	c. Use sensory details to expand ideas	c. Compose to inform using summary and selection of major points and examples to support a main idea	c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea	c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph	c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph	c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within and between paragraphs	c. Compose to inform using relevant support and appropriate organizational structures while maintaining an objective perspective
	d. Dictate, draw, or write to inform	d. Use details that support a topic with a clear beginning, middle, and end to inform	d. Compose to inform using major points and examples to support a main idea	d. Compose to persuade using significant reasons and relevant support Agree or disagree with an idea and generate convincing reasons with relevant support Consider effective forms	d. Compose to persuade using significant reasons and relevant support Agree or disagree with an idea and generate convincing reasons with relevant support Consider effective forms and word choice	d. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea Take a position and generate convincing reasons to support it Consider the effectiveness of form, diction, audience appeal, and organization	d. Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies Support, modify, or disagree with a position and generate convincing evidence to support it Consider the effectiveness of diction, audience appeal, and organization Use connotation, repetition, and figurative language to control audience emotion and reaction Use authoritative citations	d. Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies Write an assertion and use evidence that appeals to audience emotion, reasoning, or trust Organize ideas to construct a logical progression Use diction and syntax that is sincere, honest, and trustworthy Use connotation, repetition, parallelism, and figurative language to control audience emotion and reaction Use authoritative citations when effective and document appropriately	d. Compose to persuade by supporting, modifying, or refuting a position, using effective rhetorical strategies Write an assertion and use evidence that appeals to audience emotion, reasoning, or trust Organize ideas to construct a logical progression Use diction and syntax that is sincere, honest, and trustworthy Use connotation, repetition, and figurative language to control audience emotion and reaction Use authoritative citations when effective and document appropriately
	e. Dictate, draw, or write a response to text, such as response logs and journals	e. Write persuasive text to support a stated opinion	e. Write persuasive text to support a stated opinion	e. Use writing-to-learn strategies such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and "think-aloud's on paper" to connect ideas and thinking about lesson content	e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and "think-aloud's on paper" to connect ideas and thinking about lesson content	e. Use writing-to-learn strategies such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content	e. Use writing-to-learn strategies such as dialect journals, quickwrites, and mindmaps to make connections between learning and prior knowledge	e. Use writing-to-learn strategies such as reflective and metacognitive writing to set goals, make discoveries, and make connections among learned ideas	e. Use writing-to-learn strategies such as reflective journals, metacognitive writings, and projections based on reflections to analyze and synthesize thinking and learning
		f. Write a variety of responses to text, such as response logs and journals	f. Write a variety of responses to text, such as response logs, journals, and constructed responses	f. Manage time and process when writing for a given purpose	f. Manage time and process when writing for a given purpose	f. Manage time and process when writing for a given purpose	f. Manage time and process when writing for a given purpose	f. Manage time and process when writing for a given purpose	f. Manage time and process when writing for a given purpose
	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers	3. Compose texts using the revising and editing strategies of effective writers and speakers
	a. Prepare writing for display by revising and editing using rules, such as capital letters and periods	a. Improve writing by Maintaining a topic Adding ideas	a. Improve writing by Maintaining a topic Adding ideas Deleting unrelated ideas	a. Revise texts for clarity, completeness, and effectiveness Eliminate words and ideas that do not support the main idea Clarify meaning by rearranging words within a sentence Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end	a. Revise texts for clarity, completeness, and effectiveness Eliminate words and ideas that do not support the main idea Clarify meaning by adding modifiers and sensory words within a sentence Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end Provide sentence variety and length by combining sentences and correcting rambling sentences	a. Revise texts for clarity, completeness, and effectiveness Eliminate words and ideas that do not support the main idea Clarify meaning by adding modifiers and sensory words within a sentence Clarify meaning by rearranging sentences within a text Provide sentence variety and length by combining sentences and correcting rambling sentences	a. Revise texts for clarity, completeness, and effectiveness Eliminate redundant and irrelevant words and ideas Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices Coordinate equal ideas within a sentence Subordinate less important ideas within a sentence using phrases and clauses Maintain consistent person, number and tense Modify sentences from passive to active voice Vary sentence types and lengths to clarify and extend meaning and to develop style	a. Revise texts for clarity, completeness, and effectiveness Eliminate redundant and irrelevant words and ideas Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices Clarify the relationships among ideas through coordination and subordination that are purposeful, logical, succinct, and balanced Clarify meaning and purpose by using active voice and consistent person, number, tense, and mood Vary sentence types and lengths to clarify and extend meaning and to develop style	a. Revise texts for clarity, completeness, and effectiveness Eliminate redundant and irrelevant words and ideas Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices Clarify the relationships among ideas through coordination and subordination that are purposeful, logical, succinct, and parallel Clarify meaning and purpose by using active voice and consistent person, number, tense, and mood Vary sentence types and lengths to clarify and extend meaning, to demonstrate style, and to sustain audience interest
		b. Proofread and edit writing for Capitalization at the beginning of sentences Capitalization for names Punctuation at the end of sentences Accurate spelling of previously learned, high-frequency words	b. Proofread and edit writing for Complete sentences Capitalization at the beginning of sentences Capitalization of proper nouns Punctuation at the end of sentences Commas with dates, salutations, and closing, and items in a series Apostrophes in contractions Quotation marks in simple dialogue	b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling Self edit Peer edit Dictionary	b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling Self edit Peer edit Dictionary Thesaurus Spell checker Language handbook	b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions such as capitalization, punctuation, spelling, and pronunciation Self edit Peer edit Dictionary Thesaurus Spell checker Language handbook Grammar checker	b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate and conventions such as capitalization, punctuation, spelling, and pronunciation Self edit Peer edit Dictionary Thesaurus Spell checker Language handbook Grammar checker	b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate and conventions such as capitalization, punctuation, spelling, and pronunciation Self edit Peer edit Dictionary Thesaurus Spell checker Language handbook Grammar checker Style book	b. Use suitable traditional or electronic resources to refine presentations and edit texts for effective and appropriate and conventions such as capitalization, punctuation, spelling, and pronunciation Self edit Peer edit Dictionary Thesaurus Spell checker Language handbook Grammar checker Style book
		c. Prepare writing for publication	c. Prepare writing for publication	c. Prepare the final product for presentation to an audience	c. Prepare the final product for presentation to an audience	c. Prepare the final product for presentation to an audience	c. Prepare the final product for presentation to an audience	c. Prepare the final product for presentation to an audience	c. Prepare the final product for presentation to an audience
3. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings	4. Identify how language choices in writing and speaking affect thoughts and feelings
a. Identify and use words to communicate feelings	a. Identify and use words to communicate feelings	a. Identify and use words to express feelings, such as happiness, anger, sadness, frustration	a. Use colorful language to convey thoughts and feelings in formal and informal writing	a. Select words appropriate for audience, situation, or purpose	a. Select words appropriate for audience, situation, or purpose	a. Select words appropriate for audience, situation, or purpose	a. Use precise word choice, formal to informal, based on audience, situation, or purpose	a. Use precise word choice, formal to informal, based on audience, situation, or purpose	a. Choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose
b. Acquire and use new vocabulary	b. Acquire and use new vocabulary	b. Acquire and use new vocabulary	b. Acquire and use new vocabulary	b. Acquire and use new vocabulary	b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous	b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous	b. Consider the connotative and/or denotative meanings of words when selecting vocabulary	b. Make effective decisions regarding word choice according to connotative and denotative meanings	b. Differentiate connotative from denotative meanings of words to make precise word choices
				c. Consider the effect of word choices on the audience	c. Consider the effect of word choices on the audience	c. Consider how word choices affect the audience	c. Consider how word choices affect the audience	c. Consider how readers or listeners might respond differently to the same words	c. Consider how readers or listeners might respond differently to the same words
	5. Use effective details, words, and figurative language in the student's own composing	5. Use effective details, words, and figurative language in the student's own composing	5. Use effective details, words, and figurative language in the student's own composing	5. Assess the effectiveness of choice of details, word choice, and use of figurative language in the student's own composing	5. Assess the effectiveness of choice of details, organizational pattern, word choice, and use of figurative language in the student's own composing	5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing	5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing	5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing	5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
	a. Use descriptive words and other details to expand and improve student's own writing	a. Use descriptive words and other details to expand and improve student's own writing	a. Use sensory words and other details to expand and improve student's own writing	a. Assess the effectiveness of choice of details and words/phrases that extend meaning in student's own composing	a. Assess the effectiveness of word choice in student's own composing Language suitable for a given purpose Words/phrases that extend meaning	a. Assess the effectiveness of word choice that reveals a student's purpose for writing Language appropriate for a particular audience Language suitable for a given purpose Words/phrases/sentences that extend meaning in a given context	a. Assess the effectiveness of diction that reveals his or her purpose Language appropriate for a particular audience Language suitable for a given purpose Words/phrases/sentences that extend meaning in a given context	a. Assess the effectiveness of diction that reveals his or her purpose Language appropriate for a particular audience Language suitable for a given purpose Words/phrases/sentences that extend meaning in a given context	a. Assess the effectiveness of diction that reveals his or her purpose Language appropriate for a particular audience Language suitable for a given purpose Words/phrases/sentences that extend meaning in a given context
			b. Examine and use basic transitions, such as "and," "but," "or," "first," "second," and "last"	b. Explain how specific words/phrases used by the writer affects reader response	b. Explain how specific words/phrases used by the writer affects reader response	b. Explain how specific words/phrases/sentences affect reader/listener response	b. Explain how the specific language and expression used by the writer or speaker affects reader/listener response	b. Explain how the specific language and expression used by the writer or speaker affects reader/listener response	b. Explain how the specific language and expression used by the writer or speaker affects reader/listener response
				c. Examine and use basic transitions such as "and," "but," "or," "first," "second," and "last"	c. Examine and use spatial transitions such as "near," "far," "on the left," and "in the distance"	c. Examine and use transitions showing importance and relation such as "because," "additionally," "unless," "although," and "so"	c. Evaluate the use of transitions in a text	c. Evaluate the use of transitions in a text	c. Evaluate the use of transitions and their effectiveness in a text
			6. Explain how textual changes in a work clarify meaning or fulfill a purpose	6. Explain how textual changes in a work clarify meaning or fulfill a purpose	6. Explain how textual changes in a work clarify meaning, address a particular audience, or fulfill a purpose	6. Explain how textual changes in a work enhance tone, clarify meaning, address a particular audience, or fulfill a purpose	6. Explain how textual changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose	6. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose	6. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular purpose, or fulfill a purpose
			a. Revise own text for word choice	a. Revise own text for word choice	a. Revise own text for word choice	a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience	a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience	a. Alter the tone of one's own writing by revising its diction for a specific purpose and/or audience	a. Alter the tone of one's own writing by revising its diction for a specific purpose and/or audience
					b. Explain how revisions in word choice affect meaning	b. Explain how revisions in word choice and syntax affect meaning	b. Justify revisions in syntax and diction from a previous draft of his or her same text by explaining how the change affects meaning	b. Justify revisions in syntax and diction from a previous draft of his or her same text by explaining how the change affects meaning	b. Justify revisions in syntax and diction from a previous draft of his or her same text by explaining how the change affects meaning
	6. Use word lists as a source of information in writing	6. Use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose	7. Locate, retrieve and use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose	7. Locate, retrieve, and use information from various sources to accomplish a purpose
		a. Identify sources of information on a topic, such as trade books, classroom dictionaries, glossaries, indexes, maps, news magazines, etc.	a. Identify and use sources of information on a topic	a. Identify and use sources of information on a topic	a. Identify and use sources of information on a topic	a. Identify, evaluate, and use sources of information on a self-selected and/or given topic	a. Identify, evaluate, and use sources of information on a self-selected and/or given topic	a. Identify, evaluate, and use sources of information on a self-selected and/or given topic	a. Identify, evaluate, and use appropriate sources of information on a self-selected and/or given topic
		b. Use graphic organizers, such as webs and story maps to organize information	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic	b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
			c. Use note taking and organizational strategies to record and organize information Participate in teacher-directed note taking and organization of information	c. Use note taking and organizational strategies to record and organize information Participate in teacher-directed note-taking and organization of information	c. Use note taking, organizational strategies, and simple documentation of information to record and organize information Participate in teacher-directed note-taking and organization of information	c. Select appropriate information for note taking and organizing information Practice appropriate strategies for organizing information and/or taking notes	c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information Appropriate strategies for taking notes Appropriate strategies for organizing source information or notes Information to include or exclude when using a note taking method Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information Advantages, disadvantages, or limitations of asources of information such as bias, accuracy, availability, variety currency Use a recognized format for documentation such as MLA	c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information Appropriate strategies for taking notes Appropriate strategies for organizing source information or notes Information to include or exclude when using a note taking method Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information Advantages, disadvantages, or limitations of asources of information such as bias, accuracy, availability, variety currency Use a recognized format for documentation such as MLA	c. Use a systematic process for recording, documenting, and organizing this information Appropriate strategies for taking notes Appropriate strategies for organizing source information or notes Information to include or exclude when using a note taking method Advantages, disadvantages, or limitations of a given strategy or procedure for recording or organizing information Advantages, disadvantages, or limitations of asources of information such as bias, accuracy, availability, variety currency Use a recognized format for documentation such as MLA
			d. Use information to fulfill a given purpose	d. Use information to fulfill a given purpose	d. Use information to fulfill a given purpose	d. Use information from two or more sources to fulfill a given purpose	d. Synthesize information from two or more sources to fulfill a self-selected or given purpose	d. Synthesize information from two or more sources to fulfill a self-selected or given purpose	d. Synthesize information from two or more sources to fulfill a self-selected or given purpose
					e. Credit sources when paraphrasing and quoting to avoid plagiarism	e. Credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism	e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism	e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism	e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism

	Indicators/objectives that include assessment limits are assessed on MSA New Standards identifies the need for students to process 1 million words per year to maintain academic progress.*
	MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.
	11/15/07