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Playlists: Language
L.K.1 - L.K.2.d
Conventions of Standard English
Read more about L.K.1 - L.K.2.dAbout the Standards L.K.1 - L.K.2.d
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a Print many upper- and lowercase letters.
L.K.1.b Use frequently occurring nouns and verbs.
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.f Produce and expand complete sentences in shared language activities.
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.a Capitalize the first word in a sentence and the pronoun I.
L.K.2.b Recognize and name end punctuation.
L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Beginning to Think About Language
Students begin to learn the conventions of standard English for both writing and speaking.Pigs in Hiding (PBS): Students play a game where they listen to sentences and choose the appropriate preposition to fill in the blank. After they finish, they may choose to play again, or be taken directly to t...
Standards: L.K.1 L.K.2.c
About the Standards L.K.1 - L.K.2.d
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a Print many upper- and lowercase letters.
L.K.1.b Use frequently occurring nouns and verbs.
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.f Produce and expand complete sentences in shared language activities.
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.a Capitalize the first word in a sentence and the pronoun I.
L.K.2.b Recognize and name end punctuation.
L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
About the Standards L.K.1 - L.K.2.d
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a Print many upper- and lowercase letters.
L.K.1.b Use frequently occurring nouns and verbs.
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.f Produce and expand complete sentences in shared language activities.
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.a Capitalize the first word in a sentence and the pronoun I.
L.K.2.b Recognize and name end punctuation.
L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.4 - L.K.6
Vocabulary Acquisition and Use
Read more about L.K.4 - L.K.6About the Standards L.K.4 - L.K.6
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Word Fun
This is a set of vocabulary and language building activities for beginning readers. Audio instructions and reading support are available for all activities.Independent Activities:Deep in the Swamp (PBS): Students play a game where they supply the missing word from a sentence after being given the de...
Standards: L.K.4 L.K.5 L.K.6
About the Standards L.K.4 - L.K.6
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
About the Standards L.K.4 - L.K.6
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
About the Standards L.K.4 - L.K.6
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.1.4 - L.1.6
Vocabulary Acquisition and Use
Read more about L.1.4 - L.1.6About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Growing Your Vocabulary
These activities put some fun into vocabulary building.Whole Group/ Independent Video:My Favorite Word: Students watch, listen and sing along to these fabulously funny short music videos. They learn Napoleon’s “Favorite Word” for three common adjectives. This is a great way to practice synonym...
Standards: L.1.4 L.1.5
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Build Your Vocabulary
The goal of these activities is to build a broad oral vocabulary (hearing and speaking words). Catch! (PBS): In this game, Martha will ask a question and TD and Helen will offer answers. Kids win a disk when they choose the correct answer; after they win three disks, they get to play catch with Skit...
Standards: L.1.5 L.1.6
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
L.2.4 - L.2.6
Vocabulary Acquisition and Use
Read more about L.2.4 - L.2.6About the Standards L.2.4 - L.2.6
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Vocabulary Fun
This playlist will increase students’ vocabulary. My Favorite Word: Students watch these short music videos to expand their vocabulary by learning Napoleon’s “Favorite Word” and the synonyms for three common adjectives.Word Play (PBS): Kids actively participate in the production of a stage s...
Standards: L.2.4 L.2.5 L.2.6
About the Standards L.2.4 - L.2.6
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
About the Standards L.2.4 - L.2.6
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
About the Standards L.2.4 - L.2.6
L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
L.3.1 - L.3.2.g
Conventions of Standard English
Read more about L.3.1 - L.3.2.gAbout the Standards L.3.1 - L.3.2.g
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.b Form and use regular and irregular plural nouns.
L.3.1.c Use abstract nouns (e.g., childhood).
L.3.1.d Form and use regular and irregular verbs.
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.h Use coordinating and subordinating conjunctions.
L.3.1.i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a Capitalize appropriate words in titles.
L.3.2.b Use commas in addresses.
L.3.2.c Use commas and quotation marks in dialogue.
L.3.2.d Form and use possessives.
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Spelling and Capitalization Practice
In this playlist, students will practice basic grade level spelling and capitalization.Spellaroo (FunBrain): Identify words spelled incorrectly.Magical Capitals (Sheppard Software): Identify which words in a sentence need to be capitalized. The Plural Girls (FunBrain): Find the correct pluraliz...
Standards: L.3.2.e L.3.2.f
About the Standards L.3.1 - L.3.2.g
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.b Form and use regular and irregular plural nouns.
L.3.1.c Use abstract nouns (e.g., childhood).
L.3.1.d Form and use regular and irregular verbs.
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.h Use coordinating and subordinating conjunctions.
L.3.1.i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a Capitalize appropriate words in titles.
L.3.2.b Use commas in addresses.
L.3.2.c Use commas and quotation marks in dialogue.
L.3.2.d Form and use possessives.
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
About the Standards L.3.1 - L.3.2.g
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1.b Form and use regular and irregular plural nouns.
L.3.1.c Use abstract nouns (e.g., childhood).
L.3.1.d Form and use regular and irregular verbs.
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.h Use coordinating and subordinating conjunctions.
L.3.1.i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a Capitalize appropriate words in titles.
L.3.2.b Use commas in addresses.
L.3.2.c Use commas and quotation marks in dialogue.
L.3.2.d Form and use possessives.
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.4 - L.3.6
Vocabulary Acquisition and Use" L.3.4"
Read more about L.3.4 - L.3.6About the Standards L.3.4 - L.3.6
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Context Clues Help Us Out
In this playlist, students will learn about context clues through music and two practice activities.Song - Context Clues: Learn about context clues with examples set to music.Cows Context Clues: Read a short passage and use context clues to understand the story.Words in Context: Read a sentence usin...
Standards: L.3.4.a
About the Standards L.3.4 - L.3.6
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.4.1 - L.4.2.d
Conventions of Standard English
Read more about L.4.1 - L.4.2.dAbout the Standards L.4.1 - L.4.2.d
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.e Form and use prepositional phrases.
L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a Use correct capitalization.
L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.
Can I Quote You On That?
In this playlist, students will practice punctuating dialogue correctly.Trapped! Punctuation (BBC): Practice using basic punctuation skills such as parentheses, commas, ending punctuation, quotation marks, and apostrophes.Speech Marks Interactive Practice: Practice punctuating dialogue correctly.&nb...
Standards: L.4.2
About the Standards L.4.1 - L.4.2.d
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.e Form and use prepositional phrases.
L.4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a Use correct capitalization.
L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.
L.4.3 - L.4.3.c
Knowledge of Language
Read more about L.4.3 - L.4.3.cAbout the Standards L.4.3 - L.4.3.c
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a Choose words and phrases to convey ideas precisely.*
L.4.3.b Choose punctuation for effect.*
L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
What is a Memory?
In this playlist, students will listen to a story, create a timeline of the events in the story, and write poetry about memories.Wilfrid Gordon McDonald Partridge (Storyline): Listen to a story and view illustrations.Interactive Timeline (ReadWriteThink): Summarize story events in sequence.Diamante ...
Standards: L.4.3.a
About the Standards L.4.3 - L.4.3.c
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a Choose words and phrases to convey ideas precisely.*
L.4.3.b Choose punctuation for effect.*
L.4.3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.4.4 - L.4.6
Vocabulary Acquisition and Use
Read more about L.4.4 - L.4.6About the Standards L.4.4 - L.4.6
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Thinking Through Analogies
In this playlist, students will learn about analogies and the different kinds of comparisons that can be made with analogies. In the Analogy Lesson, students will watch a short video that introduces the concept of analogies. Then in Analogy Types, students will view a second short video that focuses...
Standards: L.4.5
About the Standards L.4.4 - L.4.6
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
L.5.1 - L.5.2.e
Conventions of Standard English
Read more about L.5.1 - L.5.2.eAbout the Standards L.5.1 - L.5.2.e
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c Use verb tenses to convey various times, sequences, states, and conditions.
L.5.1.d Recognize and correct inappropriate shifts in verb tense.*
L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a Use punctuation to separate items in a series.*
L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
Subjects and Verbs Should Always Agree
In this playlist, students will practice choosing verbs that agree with the subject of a sentence.2bee or Nottoobee (FunBrain): Practice choosing the correct verb. Level 1: Present tense (am, is, are) Level 2: Past tense (was, were)Noun & Verb Agree? (Quia): Practice Choosing the correct v...
Standards: L.5.1.d
About the Standards L.5.1 - L.5.2.e
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c Use verb tenses to convey various times, sequences, states, and conditions.
L.5.1.d Recognize and correct inappropriate shifts in verb tense.*
L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a Use punctuation to separate items in a series.*
L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
L.5.4 - L.5.6
Vocabulary acquisition and Use
Read more about L.5.4 - L.5.6About the Standards L.5.4 - L.5.6
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5.a Interpret figurative language, including similes and metaphors, in context.
L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Idioms Aren’t What You Think!
In this playlist, students will learn about idioms and use context clues to identify the meaning of various idioms. Using What is an Idiom?, students will watch a video lesson that defines the concept of an idiom. Students have a variety of choices for practicing idioms with Paint by Idioms (funbrai...
Standards: L.5.5
About the Standards L.5.4 - L.5.6
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5.a Interpret figurative language, including similes and metaphors, in context.
L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
L.6.1 - L.6.2.b
Conventions of Standard English
Read more about L.6.1 - L.6.2.bAbout the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
Monumental Masterpieces, Summer Playlist 7 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.1 L.7.1 RI.6.7 RI.6.8 RI.7.7 RI.7.8
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards RI.6.7 - RI.6.9
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
About the Standards RI.6.7 - RI.6.9
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Making Grammar Fun with Games and Creativity
This playlist is a collection of quick and easy lessons to help students improve their spelling, writing, grammar and mechanics. Relying mainly on simple games, this playlist allows teachers to make grammar instruction fun and self-guided. In Comma Chameleon, students play an interactive game where ...
Standards: L.6.1 L.6.2
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
L.6.3 - L.6.3.b
Knowledge of Language
Read more about L.6.3 - L.6.3.bAbout the Standards L.6.3 - L.6.3.b
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.*
Maintain consistency in style and tone.*
L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.*
L.6.3.b Maintain consistency in style and tone.*
Analyzing and Practicing Language Conventions
This playlist focuses on activities to help students better understand language conventions when writing, speaking, reading, and listening. The playlist begins by having students watch a six-minute video to learn about Complex and Compound Sentences, and then completing a worksheet to show how well ...
Standards: L.6.3
About the Standards L.6.3 - L.6.3.b
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.*
Maintain consistency in style and tone.*
L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.*
L.6.3.b Maintain consistency in style and tone.*
L.6.4 - L.6.6
Vocabulary Acquisition and Use
Read more about L.6.4 - L.6.6About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
L.7.1 - L.7.2.b
Conventions of Standard English
Read more about L.7.1 - L.7.2.bAbout the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
Monumental Masterpieces, Summer Playlist 7 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.1 L.7.1 RI.6.7 RI.6.8 RI.7.7 RI.7.8
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards RI.6.7 - RI.6.9
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
About the Standards RI.6.7 - RI.6.9
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
About the Standards RI.7.7 - RI.7.9
RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words)
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
L.7.4 - L.7.6
Vocabulary Acquisition and Use
Read more about L.7.4 - L.7.6About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
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