22RFP8095_Exhibit A - ELA Standards.pdf

South Dakota State Standards

For

English Language Arts

Literacy in History/Social Studies, Science, and Technical Subjects

Adopted March 2018

Exhibit A

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Table of Contents

Preface

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12

Acknowledgements 4 College and Career Readiness Anchor Standards for Reading 40 Introduction 7 Reading Standards for Literature 6-12 41 Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K-5

14 Reading Standards for Informational Text 6-12 45

College and Career Readiness Anchor Standards for Reading 15 College and Career Readiness Anchor Standards for Writing 48 Reading Standards for Literature K-5 16 Writing Standards 6-12 49 Reading Standards for Informational Text K-5 19 College and Career Readiness Anchor Standards for Speaking and Listening

Reading Standards: Foundational Skills K-5 22 Speaking and Listening Standards 6-12 56 College and Career Readiness Anchor Standards for Writing 25 College and Career Readiness Anchor Standards for Language 59 Writing Standards K-5 26 Language Standards 6-12 60 College and Career Readiness Anchor Standards for Speaking and Listening

31 Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 6-12

Speaking and Listening Standards K-5 32 College and Career Readiness Anchor Standards for Reading 65 College and Career Readiness Anchor Standards for Language 34 Reading Standards for Literacy in History/Social Studies 6-12 66 Language Standards K-5 35 Reading Standards for Literacy in Science and Technical Subjects

6-12

College and Career Readiness Anchor Standards for Writing 70 Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Preface

In 2016, with input from South Dakota K-16 educators, special education, administrators, and parents, the standards revision work group was charged with evaluating the 2010 South Dakota English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects k-12.

The work group participants reviewed the existing SD state standards and defined elements that needed to be preserved or revised to create a current set of standards that define the knowledge and skills expected for South Dakota students K-12. Key components were identified:

• Maintain rigor to ensure South Dakota students are college, career and life ready

• Improve the clarity of the wording within the standards

• Strategic use of examples to clarify the skill required in the standard

• Relocation of some examples to the disaggregated (unpacked) standards for further expansion of skills/clarifications

• Eliminate teacher action in the standards wording to focus wording on student action and skills required

The workgroup goals were to improve clarity and make the language in the standards more user-friendly for all stakeholders. No standards were removed, but some were added or revised to add essential skills and make them closely align with other standards K-12. A variety of other state’s standards were reviewed; Louisiana, Minnesota, New Jersey, North Dakota, Oklahoma, Tennessee, and Minnesota were consulted and several of their ideas were considered with some being adopted through group consensus. Best practice for ELA standards were also evaluated with each decision proposed or agreed upon by the k-12 groups.

Through grade level, grade band, and vertical alignment conversations, the standards were thoroughly discussed, reviewed, and debated in order to provide a solid understanding as to the impact the standard/skill and rigor would have k-12.

Understanding that a revision at one grade level can impact the rigor and scaffolding at all grade levels was a guiding focus as the work groups reviewed every standard in each strand.

Notable changes exist in this standards document based on research, k-12 vertical progressions, consensus votes, and determinations to maintain rigor for student learning.

• Standard 10: K-12 Reading for Literacy &Informational Text & Writing

The work group recognized the importance of self-selected texts and writing topics as an essential component of lifelong literacy. Standards support students becoming independent readers in a range of disciplines. The ability to interpret literature as well as informative, highly technical, and often lengthy reading passages on one’s own is essential in achieving academic and career success. Furthermore, learners who possess the skills required to read independently have the power to choose both what they need and what they want to read.

Students need skills to become independent writers for a variety of audiences and range of purposes. Independent writers are able to access multiple strategies and formats to communicate and craft a message so that it resonates with any reader they intend to reach.

Revised language in reading/writing (RL.10, RI.10, W.10) supports independent readers and writers:

RL.10/RI.10 Self-select texts for personal enjoyment, interest, and academic tasks.

W.10 Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

• K-4 Language Standards: Handwriting Progression

A determination was also made to add language to include a K-4 vertical alignment for handwriting. Placement of the additional language exists in the language standards (3.L1, 4.L1) as it aligns to formation and fluency versus being placed in writing standards which are more focused on the creation of writing.

3.L1: Write legibly in print or cursive… 4.L1: Write legibly and fluently in print or cursive…

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Acknowledgements

The South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects were reviewed and revised through the efforts of educators/special education, administrators, post-secondary, parents, and the SD Department of Education. The work group members collaborated in person and through online spaces. The work group produced multiple drafts of the standards and responded to feedback submitted. The standards document exists due to intensive research, collaboration, grade level and vertical alignment discussions, debates, and a commitment to serve all students in our state. Every work group member was an advocate for education and for ensuring students will graduate career, life, and college ready. The South Dakota Department of Education expresses gratitude and appreciation to the individuals who contributed their passion, expertise, and time to the revision of the SD State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

ELA Work Group Members Kindergarten Work Group Jenna Gilkyson Sioux Falls Kindergarten -- Lead Roberta Bizardie Todd County Administrator Jennifer Macziewski Rapid City Kindergarten Patty Buechler Lennox Kindergarten

First Grade Work Group Brandi Gerry Teachwell Solutions 1st Grade – Lead Kelly Neill Elkton Administrator Beth Renner Britton-Hecla 1st Grade Angela Pickett Pierre 1st Grade Sandra Crown Custer 1st Grade

Second Grade Work Group Carmen Huber Rapid City 2nd grade -- Lead Michelle Beito Volga Administrator Melissa Shanks Elk Point Jefferson 2nd Grade Acacia Trevillyan Douglas 2nd Grade Brooke Henderson McLaughlin 2nd Grade Sara Hoogheem Clark K-2 SPED

Third Grade Work Group Melissa Pankratz Meade 3rd Grade – Lead Karen Kindle University of South Dakota Post-secondary professor Stacey Schmidt Douglas 3rd Grade Ashley Uthe Spearfish 3rd Grade Carol Kazmerzak Erwin 3rd Grade

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

ELA Work Group Members (continued) Fourth Grade Work Group

Shanna Sandal Douglas 4th Grade – Lead Jaime Bell Sioux Falls Instructional coach Katey Swank Rapid City 4th Grade Ashley Fitzgerald Sioux Falls 4th Grade

Fifth Grade Work Group Christina Henry Rapid City 5th Grade – Lead Samantha Walder Redfield Administrator Linda Clair Ft. Pierre 5th Grade Cynthia Underberg Sioux Falls 5th Grade Carol Lacher Ipswich 5th Grade Michelle Moen Sisseton 3-5th SPED

Sixth Grade Work Group Nancy Decker Watertown 6th Grade – Lead Katie Anderson Dakota State University Post-Secondary Professor Brandi Schlosser Ipswich 6th Grade Sue Rayman Bridgewater-Emery 6th Grade Rebecca Sukstorf Spearfish 6th Grade

Seventh Grade Work Group Anne Moege Mitchell 7th Grade – Lead Andrea Powell Armour Administrator Megan Dowling Sioux Falls 7th Grade Elizabeth Severson Meade 7th Grade Nicole Finnesand Tri-Valley 7th Grade Deb Pazour Kimball 6-8 SPED

Eighth Grade Work Group John Delle Harrisburg 8th Grade – Lead Kara Frei Pickstown Parent Katrina Rudebusch Rapid City 8th Grade Kelsey Beckman Elkton 8th Grade Megan Wollman Aberdeen 8th Grade

Ninth and Tenth Grade Work Group Carla McMurray-Kozak Vermillion 9th/10th Grade – Lead Nicole Osmundson Sioux Falls Parent Jared Berg Sioux Falls 9th and 10th Grade Thomas Moudry Brookings 9th and 10th Grade Patti Lager Bridgewater-Emery 9th and 10th Grade

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

ELA Work Group Members (continued) Eleventh and Twelfth Grade Work Group

Sean Bradley Rapid City 11th/12th Grade – Lead Margaret Dalton Sioux Falls Instructional coach Terri Buechler Beresford 11th and 12th Ron Grimsley Mitchell 11th and 12th Jamie Fryslie Willow Lake 11th and 12th Nancy Bakeberg Rapid City High School SPED

SD Department of Education Teresa Berndt Division of Learning and Instruction ELA Review-Project Lead Sadie Goodman DOE Intern/Pierre 2016-2017 9/10th Table Participant Chanel Harming DOE Intern/SDSU Education Major 11/12th Table Participant

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Introduction

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K-12 were developed to ensure that all students are college, career and life ready in literacy by high school graduation. The standards are tailored specifically to meet the needs of students in South Dakota, ensuring a readiness for the workforce, military service, university or technical school coursework. The standards met the following qualifications (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) benchmarked in their design and content.

The K-12 Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

Key Design Considerations

The College and Career Readiness standards (CCR) anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. Hence, both should be considered when developing college and career readiness assessments.

Students advancing through the grades are expected to meet each year’s grade specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR state standards.

Grade levels for K–8; grade bands for 9–10 and 11–12

The Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9–12 to allow schools, districts, and states flexibility in high school course design.

A focus on results rather than means

By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and districts to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

An integrated model of literacy

Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Research and media skills blended into the Standards as a whole

To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas; to conduct original research in order to answer questions or solve problems;

and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

Shared responsibility for students’ literacy development

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.

The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.

NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.

The Smarter Balance Assessment Consortium has included both literary and informational text components to their assessment. Stronger emphasis on writing skills are also embedded into the assessments. These inclusions into the assessment reinforce that all content areas must implement and practice these skills for students to be amply prepared for interim benchmark and year end South Dakota state-wide assessments.

Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.

The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms. When discussing something they have read or written, students are also demonstrating their speaking and listening skills. Additionally, speaking and listening skills can be integrated and addressed throughout the day in both academic and non-academic social settings. The CCR anchor standards themselves provide another source of focus and coherence.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Formative and Summative Assessment In regard to assessing standards, not every standard needs to be formally assessed. A variety of formative assessments, as well as the triangulation of those assessments will provide evidence of learning. Formative assessments are pre-planned data-based measures that guide instruction and determine levels of student proficiency. These include spontaneous, day-to-day classroom activities as well as content and performance driven tasks. Examples of these include, but are not limited to, anecdotal records, conferring notes, response journals, running records, intentional observation checklists, rubrics, quizzes, exit slips, student writing samples, etc.

Summative assessments confirm mastery and occur at the end of a unit; therefore, guiding instructional decisions regarding subsequent instruction (re-teaching, additional small-group work, etc). They include end-of-unit tests, standardized tests, semester finals, interim assessments and district benchmarking. Not all standards need to be addressed on the report card. These decisions will need to be made at the district level.

Resources to support the Standards To support the K-12 Standards work and support educators and districts across the state, the Department of Education will provide supplemental materials on reading, writing, speaking and listening, and language. Appendices, disaggregated (unpacked) standards for all grades K-12, and other literacy resources will be hosted on the DOE webpage. The disaggregated standards will provide specific examples for grade level skills in each of the strands (reading, writing, language, and speaking & listening). Examples listed within the standards can sometimes limit instructional focus or provide too broad a focus; therefore, strategic use of examples exist in this Standards document. The disaggregated (unpacked) standards will be an additional resource that will provide educators with specifications and examples for each K-12 standard/strand.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

National Assessment of Educational Progress (NAEP)

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational. As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

What is Not Covered by the Standards The Standards should be recognized for what they are not as well as what they are. The most important design limitations are as follows:

1. The Standards define what all students are expected to know and be able to do at each grade level K-12. Standards define the skills required in reading, writing, speaking and listening. These standards are not intended to be a curriculum for school districts to implement. Rather, departments, buildings, and school districts have the responsibility to determine curriculum choices and establish pacing guides and blueprints/instructional road maps for each grade level based on these standards. The curriculum materials serve as a vehicle for ensuring all standards have been taught. If curriculum resources do not address all standards then it might be necessary to seek additional resources. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers, curriculum developers, and districts. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.

4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom.

However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students

5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives.

Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.

6. While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning. Similarly, the Standards define literacy expectations in history/social studies, science, and technical subjects, but literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, schoolwide literacy program.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

How To Read This Document

Organization of the Standards Document Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

College and Career Readiness Anchor Standards (CCR) Reading 10 Anchor Standards Writing 10 Anchor Standards

Speaking & Listening 6 Anchor Standards Language 6 Anchor Standards

STRANDS

The Standards consist of three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-12, (one for ELA and one for history/social studies, science, and technical subjects).

K-5 Strand Code

6-12 ELA Strand Code

6-12 History/Social Studies, Science, Technical Subjects

Strand Code

Reading (Literature) RL Reading (Literature) RL Reading: History/Social Studies RH Reading (Informational Text)

RI Reading (Informational Text)

RI Reading: Science/Technical Subjects RST

Reading (Foundational Skills)

RF Writing W Writing: History /Social Studies, Science, and Technical Subjects

WHST

Writing W Speaking & Listening SL Speaking & Listening SL Language L Language L

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

How To Read This Document

The standards are coded with the grade level, title of the strand, the category within the strand, and the number within the strand.

Example: K.RL.1

• K is the grade level (Kindergarten)

• RL is the strand code indicating Reading Standard for Literature

• 1 is the number within the College and Career Readiness Anchor Standards for Reading

• Key Ideas and Details corresponds to the CCR anchor standards

Kindergartners:

Key Ideas and Details

K.RL.1 With prompting and support, ask and answer questions about key details in a text.

K.RL.2 With prompting and support, retell familiar stories, including key details.

K.RL.3 With prompting and support, describe characters, settings, and major events in a story.

Grade Level

Strand (Code)

CCR Anchor Standard (CCR)

CCR Standard Number

Standards Code

Grade Level Objective

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

STANDARDS FOR

English Language Arts

Literacy in History/Social Studies, Science, and Technical Subjects

K -5

Resources to support the Standards

Examples listed within the standards can sometimes limit instructional focus or provide too broad a focus; therefore, strategic use of examples exist in this Standards document. The disaggregated (unpacked) standards will be an additional resource that will provide educators with specifications and examples for each K-12 standard/strand.

To support the K-12 Standards work and support educators and districts across the state, the Department of Education will provide supplemental materials on reading, writing, speaking and listening, and language. Appendices disaggregated (unpacked) standards for all grades K-12, and other literacy resources will be hosted on the DOE webpage. The disaggregated standards will provide specific examples for grade level skills in each of the strands (reading, writing, language, and speaking & listening).

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for Reading The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Standard 10: Range and Text Complexity for Student Reading K–5 Range of Text Types for K-5 Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Literature Informational Text Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Literature K-5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Standards support students becoming independent readers in a range of disciplines. The ability to interpret literature as well as informative, highly technical, and often lengthy reading passages on one’s own is essential in achieving academic and career success. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and Details K.RL.1 With prompting and support, ask and answer questions about key details in a text.

1.RL.1 Ask and answer questions about key details in a text. 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

K.RL.2 With prompting and support, retell familiar stories, including key details.

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2.RL.2 Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral.

K.RL.3 With prompting and support, describe characters, settings, and major events in a story.

1.RL.3 Describe characters, settings, and major events in a story, using key details.

2.RL.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure

K.RL.4 With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs.

1.RL.4 Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses.

2.RL.4 Describe how words and phrases create rhythm and meaning in a story, poem, or song.

K.RL.5 With prompting and support, explain differences between common types of texts.

1.RL.5 Explain major differences between common types of texts.

2.RL.5 Identify the overall structure of stories and their common elements (e.g., how the beginning introduces the story, how the action leads to the resolution).

K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.

1.RL.6 Use illustrations and details to identify who is telling the story at various points in a text.

2.RL.6 Express differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas

K.RL.7 With prompting and support, explain the relationship between illustrations and the text.

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

2.RL.7 Use illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

K.RL.8 (Not applicable to literature) 1.RL.8 (Not applicable to literature) 2.RL.8 (Not applicable to literature)

K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Range of Reading and Level of Text Complexity

K.RL.10 By the end of the year read and comprehend a variety of literary text.

a. With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)

b. With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks.

1.RL.10 By the end of the year, read and comprehend a variety of literary text.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.

2.RL.10 By the end of the year, read and comprehend a variety of literary text.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands).

b. With guidance and support, self-select text for personal enjoyment, interest, and academic tasks.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Grade 3 students: Grade 4 students: Grade 5 students:

Key Ideas and Details 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4.RL.1 Explain what a text says explicitly and draw inferences by referring to details and examples in the text.

5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

3.RL.2 Retell stories, including those from diverse cultures;

determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.

4.RL.2 Determine a theme of a story, drama, or poem and explain how it is supported by details in the text; summarize the text.

5.RL.2 Determine a theme of a story, drama, or poem and explain how it is supported by details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

3.RL.3 Describe characters in a story and explain how their actions contribute to the plot.

4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Craft and Structure 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

4.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings.

3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text using appropriate terminology such as chapter, scene, and stanza and describe how each successive part relates to each other and the whole.

4.RL.5 Explain major differences between stories, dramas, and poems, and refer to the structural elements of poems (e.g., verse, stanza, rhythm, meter) and dramas (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

3.RL.6 The student's point of view from that of the narrator or those of the characters. Identify the point of view in a text and distinguish the student's perspective from that of the narrator or characters.

4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Integration of Knowledge and Ideas 3.RL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

4.RL.7 Make connections between the print version of a story or drama and a visual or oral presentation of the same text;

support with details and evidence.

5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or mood of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

3.RL.8 (Not applicable to literature) 4.RL.8 (Not applicable to literature) 5.RL.8 (Not applicable to literature)

3.RL.9 Compare and contrast the central message/ themes, settings, and plots of stories written by the same author about the same or similar characters.

4.RL.9 Compare and contrast the author's approach to similar themes, topics, and patterns of events in stories, myths, and traditional literature from different cultures.

5.RL.9 Compare and contrast the authors' approach to similar themes and topics within the same genre.

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

3.RL.10 By the end of the year, read and comprehend a variety of literary texts.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands).

b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.

4.RL.10 By the end of the year read and comprehend a variety of literary texts.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands).

b. With guidance and support, self-select text for personal enjoyment, interest, and academic tasks.

5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

By the end of the year, read and comprehend a variety of literary text.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g.

layout text structure, language/literary features, knowledge demands).

b. With guidance and support, self-select texts for personal

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Informational Text K-5

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Standards support students becoming independent readers in a range of disciplines. The ability to interpret informational texts that provide informative, highly technical, and often lengthy reading passages on one’s own is essential in achieving academic and career success. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Kindergartners: Grade 1 students: Grade 2 students:

Key Ideas and Details K.RI.1 With prompting and support, ask and answer questions about key details in a text.

1.RI.1 Ask and answer questions about key details in a text. 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

1.RI.2 Identify the main topic and retell key details of a text. 2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

K.RI.5 With prompting and support, know and use various text features.

1.RI.5 Know and use various text features to locate key facts or information in a text.

2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.

K.RI.6 Identify the author and illustrator and define the role of each in an informational text.

1.RI.6 Identify the difference between information provided by pictures or other illustrations and information provided by the words in a text.

2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas K.RI.7 With prompting and support, describe the relationship between illustrations and the text in an informational text.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

2.RI.7 Explain how specific images (e.g., photographs, charts, diagrams contribute to and clarify a text.

K.RI.8 With prompting and support, identify the details/evidence an author gives to support points in a text.

1.RI.8 Identify the details/evidence an author gives to support points in a text.

2.RI.8 Describe how details/evidence support specific points the author makes in a text.

K.RI.9 With prompting and support compare and contrast two texts on the same topic (similarities and differences).

1.RI.9 Compare and contrast two texts on the same topic. 2.RI.9 Compare and contrast the main ideas presented by two texts on the same topic.

Range of Reading and Level of Text Complexity K.RI.10 By the end of the year read and comprehends a variety of informational text.

a. With prompting and support, read and comprehend proficiently at grade level with increasing challenge in text difficultly and complexity (e.g., layout, text structure, language/literary features, knowledge demands.)

b. With prompting and support, self-select texts for personal enjoyment, interest, and academic tasks.

1.RI.10 By the end of the year, read and comprehend a variety of informational text.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.

2.RI.10 By the end of the year, read and comprehend a variety of informational text.

a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language features, and knowledge demands).

b. With guidance and support, self-select text for personal

South Dakota State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Key Ideas and Details 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4.RI.1 Explain what a text says explicitly and draw inferences by referring to details and examples in the text.

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

3.RI.2 Determine the main idea of a text; identify the key details and explain how they support the main idea.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5.RI.2 Determine two or more main ideas…