Focus on Effective Instruction

Instruction Standards

Assess

Schools should have a well-articulated plan that describes the assessment tools that will be used at various grade levels across the local education agency(LEA). Various assessment tools (progress monitoring, benchmark), results of observations, or other formative data can be used on a regular basis to make important decisions about classroom instruction, grouping, and materials. Recommendations may be made to administer additional assessments, perhaps to specific students (e.g., students who may be struggling). Other data may also be used during this cycle, as a means of taking a broader look at why students may be successful or having difficulties; for example, as mentioned by Bernhardt (2014), data about student demographics, classroom processes, perceptions, as well as student outcome data can provide important information.

The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online assessments, divided by content area, designed to provide diagnostic information to guide instruction and remediation. A shorter, diagnostic category assessment focuses on subject-area content aligned to PA assessment reporting categories. Diagnostic Category CDT assists educators in identifying student academic strengths and areas in need of improvement by providing links to classroom resources in the Standards Aligned System (SAS). The Cycle of Assessment, Teaching and Learning is illuminated below with explanatory screencasts aligned to each phase of the cycle.

ASSESS the skills of every student from third grade through high school

This series of screencasts demonstrates how to set up users, student groups in the Classroom Diagnostic Tool as well as how to prepare students to take the assessment.

Video: Access Resources and Technology Training Documents on DRC Portal
Video: Set Up and Manage CDT Test Administration
Video: CDT User Creation and Management
Video: Upload and Manage Students in the CDT Interactive Reporting System
Video: Create and Manage Student Groups in the CDT Interactive Reporting System
Video: Preparing Elementary Students to take the CDT Assessment
Video: Preparing Secondary Students to take the CDT Assessment

ANALYZE detailed diagnostic reports to understand the strengths and needs of each student

This series of screencasts demonstrate how to navigate the Classroom Diagnostic Tool reports as well as provide one way to analyze the data in the CDT Group Map and CDT Individual Map. The Classroom Diagnostic Tool Range Score chart is explained in a screencast to provide context to CDT Scaled Scores used in data analysis and interpretation.

Video: Navigating the CDT Interactive Reporting Platform
Video: Navigating the CDT Group Map and Basic Analysis of the Group Map
Videos: Navigating the CDT Individual Map and Basic Analysis of the Individual Map
Video: CDT Range Scores Explained

INTERPRET results and group students by their diagnostic profiles to target instruction

CDT Reports such as the Group Map, Learning Progression Map and Growth and Focus Report can be used to group students by their strengths and areas to grow. This series of screencasts demonstrate how to interpret the reports to target instruction.

Videos: Creating Flexible Groups with CDT Group Map and CDT Learning Progression
Video: Using CDT Scaled Scores to Create Instructional Groups with the Group Map
Video: Understanding Change in CDT Scores through the Growth & Focus Report
Video: Connecting the CDT Learning Progression Map to High Focus Standards

SHARE easy to interpret reports with students, parents and administrators

Engaging students, parents, and administrators in discussions about student strengths as well as areas of needs, setting goals and creating a plan to reach the goal is an essential component in the Cycle of Assessment, Teaching and Learning. This series of screencasts demonstrate how to conduct 1-to-1 student conferences. Links to documents on the Standards Aligned System portal supporting the student conference experience and explaining the Classroom Diagnostic Tools to families are also provided.

Video: Preparing Students for 1:1 Conference
Video Examples of 1:1 Conferences for Grade 3-5, Middle School, and High School
Student Metacognition Templates are found on the Standards Aligned System under the Classroom Diagnostic Tool icon found within the Assessment Element.
Video: Sharing the CDT Individual Report Data in a 1:1 Conference
CDT Information for Parents and Guardians can be found on the SAS portal under the Classroom Diagnostic Tools icon found within the Assessment Element.

INSTRUCT based on individual needs, teach skills and focus/adjust practice

After interpreting the Classroom Diagnostic Tool data, planning instruction is the next step in the cycle of Assessment, Teaching and Learning. There are links in the CDT reports to units of instruction housed on the Standards Aligned System. Additional links to instructional resources found on SAS are listed below.

Online Resources for Instruction in Math, ELA, Science have been compiled by PDE Content Advisors and posted on the Standards Aligned System Portal.
PA Learns is collection of PK-12 modules in English Language Arts, Mathematics, and Science, aligned to PA Academic Standards
Video: Intersection of Assessment and Instruction

REFLECT AND MONITOR the progress of individual students and groups

Pausing to reflect and monitor the progress of instructional gains as a result of resources allocated to individual students and groups provides opportunity to adjust instructional pathways and determine next steps for data collection. The screencasts and documents provided support reflection as well as extend to professional practices of teachers and administrators.

Video: How to interpret the CDT Growth and Focus Report with two data points.
Video: This Data Analysis Protocol is designed to bring together assessment and instructional planning. The document is found on SAS as well as the PDE Roadmap for Creating Equity Schools under the Assessment icon
The CDT has direct connections to the Framework for Teaching in each domain and nearly every element. The Framework for Teaching can be found on SAS under the Teacher Effectiveness icon within the Instruction Element.
The work of school leaders in support implementation of the CDT has direct connections to the Framework for Leadership .The Framework for Leadership can be found on SAS under the Principal Effectiveness icon within the Instruction Element.

Visit the SAS Assessment Center.

Features and Functions

The Standards Aligned System (SAS) Assessment Center offers three useful options: Build an Assessment, Create an Assessment Item, and Check for Understanding. Each tool interfaces with the others so that once selected or teacher designed, assessment items can be integrated into a test or a Check for Understanding.

Build an Assessment

Users can build benchmark, formative, and summative assessments by searching the library of standards-aligned items or creating assessment items to add to the user’s library. Once created, assessments can be saved and redesigned as instruction as needs dictate. Customized assessments can be shared with colleagues to create a repository of common assessments.

Create an Assessment Item

A step-by-step process allows users to create customized assessment items. These items can be incorporated into a teacher-made test, embedded in an assessment with SAS-selected items, or sent to students as a Check for Understanding.

Check for Understanding

Teachers can create an assessment that can be sent to students via a hyperlink. As students complete the assessment, the teacher receives instant feedback on students’ performance.

Please direct questions and technical assistance inquiries to: kmauro@pa.gov.

Analyze

Analyzing data requires that it be organized in ways that make it easy to understand and interpret. Schools can identify specific professionals (e.g., data analysts, literacy coaches, psychologists) to put the data into charts or graphs, perhaps by grade level. Such organization is important as it allows teachers reviewing this data to interpret it easily and effectively. During this analysis phase, assessment results can be examined to look for patterns and trends.

Access PDE's Assessment Data Protocol Process. (Word)

Interpret

The information gained from interpretation is used to inform instruction. Generally, this interpretation is made by teachers who can identify areas of strength and academic need. Teachers may also present other data (from classroom observations or informal measures) that can be used to validate current results and conclusions. They can make plans about how to use those results to plan instruction. They may also consider the need for additional assessments for specific students, including careful observations in the classroom or additional formative assessments. Interpretation generally occurs during a data team.

Access the sample Remote Learning Rubrics for LEA leaders. (Word)

Assessment

COVID-19 impact projections on student learning suggest the need for data to guide educators in planning curriculum, assessment, and instruction to support students and target resources accordingly. Accurate, valid, and reliable assessment data can provide valuable information in times of disruption and uncertainty (Kuhfeld & Tarasawa, 2020). The Pennsylvania State Literacy Plan (PaSLP) states, "diagnostic assessments are defined as assessments which determine student strengths, weaknesses, knowledge, and skills. Administering diagnostic assessments permits the instructor to intervene at the point where students begin to struggle (such as in MTSS-RtII) or when they are performing below grade level expectations" (p. 72). Diagnostic assessments allow teachers to adjust curriculum and instruction to meet the unique needs of all students.

As LEAs consider their diagnostic assessment tools to facilitate re-entry decisions and to accelerate learning for all students, the following questions may be helpful.

What diagnostic assessment tools were used to evaluate student learning prior to school closure?
What assessment data collection shifts occurred with the move to remote learning?
How will the shifts in assessment data collection affect assessments moving forward?
What assessment data collection supports will be needed?
What diagnostic assessment tools are needed to identify learning gaps?

PDE supports diagnostic assessment with the Classroom Diagnostic Tools (CDT) and classroom formative assessment with the Assessment Center located on the Standards Aligned System (SAS).

Pennsylvania Classroom Diagnostic Tools (CDT)

The CDT is a set of online content area assessments designed to provide diagnostic information regarding students’ strengths and weaknesses. It may be helpful to consider the CDT to provide critical data as a starting point to plan instruction for the reopening of schools. Since the CDT is directly aligned to PA’s assessment anchor/eligible content (AAEC), it can save time in identifying the most essential skills to target for groups of students. Although not a predictor of PSSA and Keystone Exam performance, there is a strong correlation between the CDT and state assessments. The CDT identifies and provides suggestions to support academic development by identifying specific eligible content students should work on next. This will mediate unintentional effects of spending too much time on reviewing previous grade-level skills or not enough time in teaching content necessary to access current grade-level skills.

The CDT reporting system is fully integrated into SAS. The diagnostic reports feature easy‐to‐follow links to targeted curricular resources and materials, including units and lesson plans.

The CDT is available to districts at no cost. Students taking the full CDT may receive up to 50-60 questions. The new shorter version, Diagnostic Category CDT, provides the student with 15-18 items for each diagnostic category test. Although the CDT is an untimed test, teachers may want to plan for 20-30 minutes to administer each of the Diagnostic Category CDT. For the reading category, teachers may want to plan for 35-45 minutes. To access enrollment information and other documents for the CDT.

Standards Aligned System (SAS) Assessment Center

The Standards Aligned System (SAS) Assessment Center offers educators the ability to create customized benchmark, formative, and summative assessments by selecting standards-aligned items from the SAS item bank or by creating test questions utilizing the SAS step-by-step process. Tests can be custom designed and revised as needs dictate.

Through the Assessment Center's Check for Understanding tool, educators can design formative assessments as instruction continues. As students complete the online assessments, educators receive immediate feedback on student performance. This type of quick formative assessment saves valuable teaching and learning time which is essential for closing the instructional gap.

Curriculum Alignment

As LEAs make re-entry decisions, leaders and teachers may want to evaluate and adjust curriculum and instruction to meet the unique needs of all students. When identifying the curriculum gaps, the district may examine the previous year's curriculum along with the current year's curriculum. Cross-grade teachers may use the following questions to guide decisions for a seamless integration of identified gaps into the current year's teaching and learning.

What shifts in curriculum have occurred since moving to remote learning?
How will these shifts affect teaching and learning moving forward?
After identifying learning gaps, are there places in the current year's curriculum that can support missed teaching and learning from the previous year?
What curricular supports will be needed?

PDE can support curriculum alignment with the PA Literacy Needs Assessment (PaLNA) and the Standards Aligned System (SAS).

PA Literacy Needs Assessment (PaLNA)

The PA Literacy Needs Assessment (PaLNA) can be used as a guide for educators to identify shifts moving forward. The first three sections: Standards & Curriculum, Assessment, and Instruction may guide LEA decision making. Utilizing the data team approach as described in the PaSLP (pages 127-130) will support this process.

The PA State Literacy Plan (PaSLP) is a framework for developing a comprehensive system that ensures literacy growth from early years through high school graduation. The PaSLP can serve as the basis for curriculum development in a school or district. Schools can use the plan to determine to what extent their literacy program addresses the Guiding Principles and Essential Elements described in the plan.

For additional resources for School Librarians and Media Specialists, please visit American Library Association | Awards, publishing, and conferences: ALA membership advocates to ensure access to information for all

Curriculum Maps and Instructional Frameworks

The Standards Aligned System (SAS) provides access to all content standards and curriculum frameworks in most content areas to assist LEAs identify gaps in curriculum. As an additional step for math and ELA, SAS provides instructional frameworks including grade level modules (curriculum maps). SAS provides a curriculum mapping tool and template for any content area.

The Curriculum Maps in Mathematics include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. Concepts describe what students should know (key knowledge) as a result of this instruction specific to grade level. Competencies describe what students should be able to do (key skills) as a result of this instruction, specific to grade level. An LEA can use the framework information to guide teacher discussion and help identify learning gaps. Mathematics Curriculum Maps are available for Algebra I, Algebra II, and geometry.

Pennsylvania developed Instructional Frameworks based on the Pennsylvania Core Standards in the subject areas of math and ELA. The frameworks begin with pre-kindergarten and conclude with high school courses through grade 12. The frameworks are not intended to be all-inclusive but are designed to be used as examples of content and topics that are aligned to the PA Core Standards. LEAs can customize the modules to meet learning gap needs.

Remote Learning Resources

As LEAs make re-entry decisions, instruction may include remote, face-to-face or blended teaching and learning. LEAs should consider the following questions:

What were the instructional and learning strategies prior to school closure?
What instructional and learning shifts occurred with the move to remote learning?
How will these shifts affect teaching and learning moving forward?
What instructional resources and supports will be needed?

PDE can support the continuity of education with the SAS Resources for Instruction, Text Dependent Analysis Toolkit, STEM Toolkit, and OER Commons.

Continuity of Education - Resources for Instruction

As LEAs provide continuity of education for all students, PDE Content Advisors have compiled resources for educators to use when planning instruction. Resources are arranged by subject area and include both teacher and student-friendly sites.

Note: These external sites are not under the management or control of the Commonwealth of Pennsylvania and are not governed by the privacy or security policies of the Commonwealth. We have provided links to these sites because they have information or features that may be of interest to LEAs. The Commonwealth of Pennsylvania does not necessarily endorse the views expressed, or the facts presented, on these sites. Furthermore, the Commonwealth of Pennsylvania does not endorse any commercial products that may be advertised on these sites.

Text Dependent Analysis Learning Progressions

The Text Dependent Analysis Learning Progressions (TDA LPs) are an instructional tool that illustrates the pathway in which students demonstrate their ability to integrate reading comprehension and analysis through a written essay. The TDA LPs were created for instructional planning and as a tool for analyzing student responses based on Text Dependent Analysis prompts.

STEM Toolkit

STEM (Science, Technology, Engineering, and Math) education is an integrated, interdisciplinary, and student-centered approach to learning that encourages curiosity, creativity, artistic expression, collaboration, computational thinking, communication, problem-solving, critical thinking, and design thinking. The STEM toolkit includes resources for students from kindergarten through grade 12, and contains lessons, units, and projects created by Pennsylvania teachers that provide equity and access to all students.

PAIU Open Education Resources (OER) Commons

PAIU OER Commons is a collaboration of Pennsylvania's 29 Intermediate Units that work to meet the educational needs of students, schools, and communities in the commonwealth. This resource is a public digital library of free educational resources for educators to explore, create, and collaborate with other educators around the state to improve curriculum. The contents of PAIU OER Commons have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights.

Instruct

During this part of the cycle, teachers apply the interpretation to their instruction. They may make changes in instructional strategies, materials, and so forth. Students may be reassigned to other teachers or groups. Regardless, what is important is for teachers to implement the plan that they decided on during the data team meeting.

Access the high-level focus documents for English Language Arts.

This guidance document is designed to identify and define areas of high-level focus in English Language Arts instruction supported by key PA Academic Standards. While all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. Note: Refer to complete standard where ellipses appear.

The 2020–21 school year presents a unique set of opportunities and challenges due to the disruption to instruction in spring 2020 as well as the uncertainty as the school year unfolds. Educators know that every school year there are students who require support in addressing unfinished learning from prior grades, a challenge that will be felt more prominently in the 2020–21 school year. It is vitally important that educators are supported to make deliberate instructional choices that allow all students to effectively engage with grade-level work.

The most effective and equitable way to support students in their learning is to ensure that the vast majority of time is spent engaging with grade-level content, remediating with precision and accelerating as needed. It is entirely possible to hold high expectations for all students while addressing unfinished learning in the context of grade-level work. Since time is a scarce commodity in classrooms — made more limited by anticipated closures and remote or hybrid learning models in the fall of 2020 — strategic instructional choices about which content to prioritize must be made.¹

Assessing students at the start of the year will identify learning gaps and provide data to inform grade level instruction — as well as incorporating both remediation and acceleration along the way. Diagnostic Assessments determine student strengths, weaknesses, knowledge, and skills. Administering diagnostic assessments permits the instructor to intervene at the point where students begin to struggle or when they are performing below grade level expectations (running record, informal reading assessments, surveys, initial writing prompts, Classroom Diagnostic Tests [CDT]). Diagnostic assessments allow teachers to adjust the curriculum to meet the unique needs of all students. While some concepts have greater emphasis in a particular year, all standards deserve a defined level of instruction. Neglecting concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.

This guidance document is designed to identify and define areas of high-level focus in English Language Arts instruction supported by key PA Academic Standards. Note that while all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.

The focus areas detailed in each grade level, as stated in the Pennsylvania State Literacy Plan (PaSLP), offer guidance as to where instruction should occur to meet 2020-2021 critical grade level expectations of the standards:

Reading at the secondary level is characterized by increasing text complexity and focusing on informational text.
Strategic writers create writing appropriate to task, i.e., on-demand, drafting or redrafting over time.
Students must become effective speakers and listeners.
Key concepts for the knowledge of language include understanding how language functions, making effective choices for meaning, and comprehending more completely when reading or listening.

¹Adapted from 2020–21 Priority Instructional Content in English Language Arts/literacy and Mathematics, Student Achievement Partners/Achieve the Core. May 2020

Focus Areas of Instruction	PA Academic Standards
Reading Developing foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency). Establishing the development of word recognition skills, vocabulary, and comprehension skills/strategies. Practicing fluency daily. Engaging in direct, explicit, systematic, differentiated instruction and interventions. Employing complex oral language and engaging in structured language and literacy learning tasks which promote interactive play and inquiry. Participating in peer-assisted or collaborative learning. Writing Participating in Kindergarten pre-writing. Writing for different purposes and audiences. Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Writing daily with guidance for a variety of purposes. Speaking & Listening Participating daily in a teacher-created environment to practice speaking and listening skills during discussions (collaborative communication). Establishing skills of being a good listener, taking turns, collaborating, and supporting ideas with facts. Language Utilizing conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively. Focusing on the use of language as a tool for communication - as a means for writers to express themselves with style and clarity, as a means for speakers to express ideas clearly, and as a means for readers to understand the author's explicit and implicit message.	CC.1.1.K.A Utilize book handing skills. CC.1.1.K.B Demonstrate understanding of the organization and basic features of print… CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)… CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words… CC.1.1.K.E Read emergent-reader text with purpose and understanding. CC.1.2.K.A / CC.1.3.K.A With prompting and support, identify the main idea and retell key details of text / With prompting and support, retell familiar stories including key details. CC.1.2.K.B / CC.1.3.K.B With prompting and support, answer questions about key details in a text. CC.1.2.K.C / CC.1.3.K.C With prompting and support, make a connection between two individuals, events, ideas… / With prompting and support, identify characters, settings, and major events... CC.1.2.K.E / CC.1.3.K.E Identify parts of a book…and parts of a text… / Recognize common types of text. CC.1.2.K.G / CC.1.3.K.G Answer questions to describe the relationship between illustrations and the text in which they appear / Make connections between the illustrations and the text in a story… CC.1.2.K.H / CC.1.3.K.H With prompting and support, identify the reasons an author gives to support points in a text / Compare and contrast the adventures and experiences of characters in familiar stories. CC.1.2.K.K / CC.1.3.K.I Determine/clarify the meaning of unknown or multiple-meaning words and phrases… CC.1.2.K.J / CC.1.3.K.J Use words and phrases acquired through conversations, reading, being read to… CC.1.2.K.L / CC.1.3.K.K Actively engage in group reading activities with purpose and understanding. CC.1.4.K.B / CC.1.4.K.H / CC.1.4.K.N Use a combination of drawing, dictating, and writing… / Form an opinion by choosing between two given topics / Establish who and what the narrative will be about. CC.1.4.K.C / CC.1.4.K.I / CC1.4.K.O With prompting and support, generate ideas and details to convey information… / Support the opinion with reasons / Describe experiences and events. CC.1.4.K.E / CC.1.4.K.P With prompting and support, illustrate using details and dictate/write using descriptive words / Recount a single event…tell about events in order…provide a reaction… CC.1.4.K.F / CC.1.4.K.L / CC.1.4.K.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling… CC.1.4.K.X Write routinely over short time frames. CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.B Ask and answer questions about key details in a text read aloud or presented orally… CC.1.5.K.C Ask and answer questions…to seek help, get information, or clarify something... CC.1.5.K.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly. CC.1.5.K.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Developing foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency).
Establishing the development of word recognition skills, vocabulary, and comprehension skills/strategies.
Practicing fluency daily.
Engaging in direct, explicit, systematic, differentiated instruction and interventions.
Employing complex oral language and engaging in structured language and literacy learning tasks which promote interactive play and inquiry.
Participating in peer-assisted or collaborative learning.

Writing

Participating in Kindergarten pre-writing.
Writing for different purposes and audiences.
Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Writing daily with guidance for a variety of purposes.

Speaking & Listening

Participating daily in a teacher-created environment to practice speaking and listening skills during discussions (collaborative communication).
Establishing skills of being a good listener, taking turns, collaborating, and supporting ideas with facts.

Language

Utilizing conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively.
Focusing on the use of language as a tool for communication - as a means for writers to express themselves with style and clarity, as a means for speakers to express ideas clearly, and as a means for readers to understand the author's explicit and implicit message.

CC.1.1.K.A Utilize book handing skills.

CC.1.1.K.B Demonstrate understanding of the organization and basic features of print…

CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)…

CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words…

CC.1.1.K.E Read emergent-reader text with purpose and understanding.

CC.1.2.K.A / CC.1.3.K.A With prompting and support, identify the main idea and retell key details of text / With prompting and support, retell familiar stories including key details.

CC.1.2.K.B / CC.1.3.K.B With prompting and support, answer questions about key details in a text.

CC.1.2.K.C / CC.1.3.K.C With prompting and support, make a connection between two individuals, events, ideas… / With prompting and support, identify characters, settings, and major events...

CC.1.2.K.E / CC.1.3.K.E Identify parts of a book…and parts of a text… / Recognize common types of text.

CC.1.2.K.G / CC.1.3.K.G Answer questions to describe the relationship between illustrations and the text in which they appear / Make connections between the illustrations and the text in a story…

CC.1.2.K.H / CC.1.3.K.H With prompting and support, identify the reasons an author gives to support points in a text / Compare and contrast the adventures and experiences of characters in familiar stories.

CC.1.2.K.K / CC.1.3.K.I Determine/clarify the meaning of unknown or multiple-meaning words and phrases…

CC.1.2.K.J / CC.1.3.K.J Use words and phrases acquired through conversations, reading, being read to…

CC.1.2.K.L / CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.

CC.1.4.K.B / CC.1.4.K.H / CC.1.4.K.N Use a combination of drawing, dictating, and writing… / Form an opinion by choosing between two given topics / Establish who and what the narrative will be about.

CC.1.4.K.C / CC.1.4.K.I / CC1.4.K.O With prompting and support, generate ideas and details to convey information… / Support the opinion with reasons / Describe experiences and events.

CC.1.4.K.E / CC.1.4.K.P With prompting and support, illustrate using details and dictate/write using descriptive words / Recount a single event…tell about events in order…provide a reaction…

CC.1.4.K.F / CC.1.4.K.L / CC.1.4.K.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling…

CC.1.4.K.X Write routinely over short time frames.

CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.

CC.1.5.K.B Ask and answer questions about key details in a text read aloud or presented orally…

CC.1.5.K.C Ask and answer questions…to seek help, get information, or clarify something...

CC.1.5.K.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.

CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.

CC.1.5.K.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction	PA Academic Standards
Reading Developing foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency). Developing word recognition skills, vocabulary, and comprehension skills/strategies. Practicing fluency daily focusing on repeated readings and many opportunities to practice reading. Engaging in direct, explicit, systematic, differentiated instruction and interventions. Participating in daily structured language and literacy learning task opportunities and collaborative learning. Writing Writing for different purposes and audiences. Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Writing daily with guidance for a variety of purposes. Focusing on the writing process as a means of improving writing. Speaking & Listening Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication. Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts. Developing and asking questions about topics being studied and texts being read. Language Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively. Determining or clarifying the meaning of grade-appropriate words encountered through listening and reading. Developing an understanding of new words within context with prompting and support. Acquiring new words with explanations that make understanding more concrete. Encountering new words with high frequency.	CC.1.1.1.B Demonstrate understanding of the organization and basic features of print… CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)… CC.1.1.1.D / CC.1.1.1.E Know and apply grade-level phonics and word analysis skills in decoding words… / Read with accuracy and fluency to support comprehension... CC.1.2.1.A / CC.1.3.1.A Identify the main idea and retell key details of text / Retell stories including key details and demonstrate understanding of their central message or lesson. CC.1.2.1.B / CC.1.3.1.B Ask and answer questions about key details in a text. CC.1.2.1.C / CC.1.3.1.C Describe the connection between two individuals, events, ideas… / Describe characters, settings, and major events in a story using key details. CC.1.3.1.D Identify who is telling the story at various points in a text. CC.1.2.1.E / CC.1.3.1.E Use various text features…to locate key facts or information… / Explain major differences between books that tell stories and books that give information... CC.1.2.1.G / CC.1.3.1.G Use the illustrations and details…to describe its key ideas / Use illustrations and details…to describe characters, setting, or events. CC.1.2.1.H / CC.1.3.1.H Identify the reasons an author gives to support points in a text / Compare and contrast the adventures and experiences of characters in stories. CC.1.2.1.K / CC.1.3.1.I Determine… the meaning of unknown or multiple-meaning words and phrases… CC.1.2.1.J / CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships… CC.1.2.1.L / CC.1.3.1.K Read and comprehend literary nonfiction and informational text, reading independently and proficiently / Read and comprehend literature, reading independently and proficiently. CC.1.4.1.B / CC.1.4.1.H / CC.1.4.1.N Identify and write about one specific topic / Form an opinion by choosing among given topics / Establish who and what the narrative will be about. CC.1.4.1.C / CC.1.4.1.I / CC1.4.1.O Develop the topic with two or more facts / Support the opinion with reasons related to the opinion / Include thoughts and feelings to describe experiences and events. CC.1.4.1.D / CC.1.4.1.J / CC.1.4.1.P Group information and provide some sense of closure / Create an organizational structure that includes reasons… / Recount two or more appropriately sequenced events… CC.1.4.1.E / CC.1.4.1.K / CC.1.4.1.Q Choose words and phrases for effect / Use a variety of words... CC.1.4.1.F / CC.1.4.1.L / CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling… CC.1.4.1.X Write routinely over extended time…for a range of discipline-specific tasks, purposes.... CC.1.5.1A Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.1.B Confirm understanding of a text read aloud…by answering questions about key details… CC.1.5.1.C Ask and answer questions…to gather additional information or clarify something… CC.1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas... CC.1.5.1.E Produce complete sentences when appropriate to task and situation. CC.1.5.1.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction

PA Academic Standards

Reading

Developing foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency).
Developing word recognition skills, vocabulary, and comprehension skills/strategies.
Practicing fluency daily focusing on repeated readings and many opportunities to practice reading.
Engaging in direct, explicit, systematic, differentiated instruction and interventions.
Participating in daily structured language and literacy learning task opportunities and collaborative learning.

Writing

Writing for different purposes and audiences.
Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Writing daily with guidance for a variety of purposes.
Focusing on the writing process as a means of improving writing.

Speaking & Listening

Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication.
Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts.
Developing and asking questions about topics being studied and texts being read.

Language

Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively.
Determining or clarifying the meaning of grade-appropriate words encountered through listening and reading.
Developing an understanding of new words within context with prompting and support.
Acquiring new words with explanations that make understanding more concrete.
Encountering new words with high frequency.

CC.1.1.1.B Demonstrate understanding of the organization and basic features of print…

CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes)…

CC.1.1.1.D / CC.1.1.1.E Know and apply grade-level phonics and word analysis skills in decoding words… / Read with accuracy and fluency to support comprehension...

CC.1.2.1.A / CC.1.3.1.A Identify the main idea and retell key details of text / Retell stories including key details and demonstrate understanding of their central message or lesson.

CC.1.2.1.B / CC.1.3.1.B Ask and answer questions about key details in a text.

CC.1.2.1.C / CC.1.3.1.C Describe the connection between two individuals, events, ideas… / Describe characters, settings, and major events in a story using key details.

CC.1.3.1.D Identify who is telling the story at various points in a text.

CC.1.2.1.E / CC.1.3.1.E Use various text features…to locate key facts or information… / Explain major differences between books that tell stories and books that give information...

CC.1.2.1.G / CC.1.3.1.G Use the illustrations and details…to describe its key ideas / Use illustrations and details…to describe characters, setting, or events.

CC.1.2.1.H / CC.1.3.1.H Identify the reasons an author gives to support points in a text / Compare and contrast the adventures and experiences of characters in stories.

CC.1.2.1.K / CC.1.3.1.I Determine… the meaning of unknown or multiple-meaning words and phrases…

CC.1.2.1.J / CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships…

CC.1.2.1.L / CC.1.3.1.K Read and comprehend literary nonfiction and informational text, reading independently and proficiently / Read and comprehend literature, reading independently and proficiently.

CC.1.4.1.B / CC.1.4.1.H / CC.1.4.1.N Identify and write about one specific topic / Form an opinion by choosing among given topics / Establish who and what the narrative will be about.

CC.1.4.1.C / CC.1.4.1.I / CC1.4.1.O Develop the topic with two or more facts / Support the opinion with reasons related to the opinion / Include thoughts and feelings to describe experiences and events.

CC.1.4.1.D / CC.1.4.1.J / CC.1.4.1.P Group information and provide some sense of closure / Create an organizational structure that includes reasons… / Recount two or more appropriately sequenced events…

CC.1.4.1.E / CC.1.4.1.K / CC.1.4.1.Q Choose words and phrases for effect / Use a variety of words...

CC.1.4.1.F / CC.1.4.1.L / CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling…

CC.1.4.1.X Write routinely over extended time…for a range of discipline-specific tasks, purposes....

CC.1.5.1A Participate in collaborative conversations with peers and adults in small and larger groups.

CC.1.5.1.B Confirm understanding of a text read aloud…by answering questions about key details…

CC.1.5.1.C Ask and answer questions…to gather additional information or clarify something…

CC.1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas...

CC.1.5.1.E Produce complete sentences when appropriate to task and situation.

CC.1.5.1.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction	PA Academic Standards
Reading Focusing on foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency). Continuing the development of word recognition skills, vocabulary, and comprehension skills/strategies. Practicing fluency daily focusing on repeated readings and continued opportunities to practice reading. Engaging in direct, explicit, systematic, differentiated instruction and interventions. Participating in daily structured language and literacy learning task opportunities and collaborative learning. Writing Writing for different purposes and audiences. Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Writing daily with guidance for a variety of purposes. Focusing on the writing process as a means of improving writing. Speaking & Listening Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication. Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts. Developing and asking questions about topics being studied and text being read. Language Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively. Determining or clarifying the meaning of grade-appropriate words encountered through listening and reading. Developing an understanding of new words within context with prompting and support. Acquiring new words with explanations that make understanding more concrete. Encountering new words with high frequency.	CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words… CC.1.1.2.E Read with accuracy and fluency to support comprehension... CC.1.2.2.A / CC.1.3.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text / Recount stories and determine their central message, lesson, or moral. CC.1.2.2.B / CC.1.3.2.BAsk and answer questions about such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CC.1.2.2.C / CC.1.3.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text… / Describe how characters in a story respond to major events and challenges. CC.1.3.2.D Acknowledge differences in the points of views of characters… CC.1.2.2.E / CC.1.3.2.E Use various text features…to locate key facts or information… / Describe the overall structure of a story…beginning introduces the story…ending concludes the action. CC.1.2.2.G / CC.1.3.2.G Explain how graphic representations contribute to and clarify a text / Use information from illustrations and words…to demonstrate understanding of characters, setting, or plot. CC.1.2.2.H / CC.1.3.2.H Describe how reasons support specific points the author makes in a text / Compare and contrast two or more versions of the same story by different authors or different cultures. CC.1.2.2.J / CC.1.3.2.J Acquire and use…conversational, general academic, and domain-specific words… CC.1.2.2.K / CC.1.3.2.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.2.L / CC.1.3.2.K Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently / Read and comprehend literature on grade level, reading... CC.1.4.2.B / CC.1.4.2.H / CC.1.4.2.N Identify and introduce the topic / Identify the topic and state an opinion / Establish a situation and introduce a narrator and/or character. CC.1.4.2.C / CC.1.4.2.I / CC1.4.2.O Develop the topic with facts and/or definitions… / Support the opinion with reasons that include details… / Include thoughts and feelings to describe experiences and events… CC.1.4.2.D / CC.1.4.2.J / CC.1.4.2.P Group information and provide a concluding statement… / Create an organizational structure that includes reasons… / Organize a short sequence of events… CC.1.4.2.E / CC.1.4.2.K / CC.1.4.2.Q Choose words and phrases for effect / Use a variety of words and phrases to appeal to the audience. CC.1.4.2.F / CC.1.4.2.L / CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling… CC.1.4.2.X Write routinely over extended time…for a range of discipline-specific tasks, purposes.... CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.2.B Recount or describe key ideas or details…read aloud or information presented orally… CC.1.5.2.C Ask and answer questions…to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CC.1.5.2.E Produce complete sentences when appropriate to task and situation… CC.1.5.2.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction

PA Academic Standards

Reading

Focusing on foundational skills (book handling, print concepts, phonological awareness, phonics/word recognition, and fluency).
Continuing the development of word recognition skills, vocabulary, and comprehension skills/strategies.
Practicing fluency daily focusing on repeated readings and continued opportunities to practice reading.
Engaging in direct, explicit, systematic, differentiated instruction and interventions.
Participating in daily structured language and literacy learning task opportunities and collaborative learning.

Writing

Writing for different purposes and audiences.
Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Writing daily with guidance for a variety of purposes.
Focusing on the writing process as a means of improving writing.

Speaking & Listening

Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication.
Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts.
Developing and asking questions about topics being studied and text being read.

Language

Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively.
Determining or clarifying the meaning of grade-appropriate words encountered through listening and reading.
Developing an understanding of new words within context with prompting and support.
Acquiring new words with explanations that make understanding more concrete.
Encountering new words with high frequency.

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding words…

CC.1.1.2.E Read with accuracy and fluency to support comprehension...

CC.1.2.2.A / CC.1.3.2.A Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text / Recount stories and determine their central message, lesson, or moral.

CC.1.2.2.B / CC.1.3.2.BAsk and answer questions about such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CC.1.2.2.C / CC.1.3.2.C Describe the connection between a series of events, concepts, or steps in a procedure within a text… / Describe how characters in a story respond to major events and challenges.

CC.1.3.2.D Acknowledge differences in the points of views of characters…

CC.1.2.2.E / CC.1.3.2.E Use various text features…to locate key facts or information… / Describe the overall structure of a story…beginning introduces the story…ending concludes the action.

CC.1.2.2.G / CC.1.3.2.G Explain how graphic representations contribute to and clarify a text / Use information from illustrations and words…to demonstrate understanding of characters, setting, or plot.

CC.1.2.2.H / CC.1.3.2.H Describe how reasons support specific points the author makes in a text / Compare and contrast two or more versions of the same story by different authors or different cultures.

CC.1.2.2.J / CC.1.3.2.J Acquire and use…conversational, general academic, and domain-specific words…

CC.1.2.2.K / CC.1.3.2.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.2.L / CC.1.3.2.K Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently / Read and comprehend literature on grade level, reading...

CC.1.4.2.B / CC.1.4.2.H / CC.1.4.2.N Identify and introduce the topic / Identify the topic and state an opinion / Establish a situation and introduce a narrator and/or character.

CC.1.4.2.C / CC.1.4.2.I / CC1.4.2.O Develop the topic with facts and/or definitions… / Support the opinion with reasons that include details… / Include thoughts and feelings to describe experiences and events…

CC.1.4.2.D / CC.1.4.2.J / CC.1.4.2.P Group information and provide a concluding statement… / Create an organizational structure that includes reasons… / Organize a short sequence of events…

CC.1.4.2.E / CC.1.4.2.K / CC.1.4.2.Q Choose words and phrases for effect / Use a variety of words and phrases to appeal to the audience.

CC.1.4.2.F / CC.1.4.2.L / CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling…

CC.1.4.2.X Write routinely over extended time…for a range of discipline-specific tasks, purposes....

CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.

CC.1.5.2.B Recount or describe key ideas or details…read aloud or information presented orally…

CC.1.5.2.C Ask and answer questions…to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

CC.1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

CC.1.5.2.E Produce complete sentences when appropriate to task and situation…

CC.1.5.2.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction	PA Academic Standards
Reading Continuing the development of word recognition skills, vocabulary, and comprehension skills/strategies. Practicing fluency daily focusing on repeated readings and continued opportunities to practice reading. Engaging in direct, explicit, systematic, differentiated instruction and interventions. Participating in daily structured language and literacy learning task opportunities and collaborative learning. Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts. Reading and discussing a variety of interesting and appropriate texts from multiple genres. Writing Writing for different purposes and audiences. Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Writing daily with guidance for a variety of purposes. Focusing on the writing process as a means of improving writing. Speaking & Listening Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication. Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts. Developing and asking questions about topics being studied and text being read. Language Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively. Determining or clarifying the meaning of words encountered through listening and reading. Appreciating non-literal meanings, shadings of meaning, and relationships to other words. Understanding new words within context and with explanations.	CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words… CC.1.1.3.E Read with accuracy and fluency to support comprehension... CC.1.2.3.A / CC.1.3.3.A Determine the main idea…recount the key details and explain how they support the main idea / Determine the central message, lesson, or moral in literary text…. CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.C / CC.1.3.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect / Describe characters in a story and explain how their actions contribute to the sequence of events. CC.1.2.3.D / CC.1.3.3.D Explain the point of view of the author. CC.1.2.3.E / CC.1.3.3.E Use text features…to locate and interpret information… / Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections. CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. CC.1.2.3.G / CC.1.3.3.G Use information gained from text features to demonstrate understanding of a text / Explain how specific aspects of…illustrations contribute to what is conveyed by the words in a story.... CC.1.2.3.H / CC.1.3.3.H Describe how an author connects sentences and paragraphs in a text to support particular points / Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. CC.1.2.3.J / CC.1.3.3.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.3.S-analytical writing- encompasses all writing domains). CC.1.4.3.T With guidance and support…develop and strengthen writing…by revising and editing. CC.1.4.3.X Write routinely over extended time…for a range of discipline-specific tasks, purposes.... CC.1.5.3.A Engage effectively in a range of collaborative discussions… CC.1.5.3.C Ask and answer questions about information from a speaker, offering appropriate detail. CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.3.E Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CC.1.5.3.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction

PA Academic Standards

Reading

Continuing the development of word recognition skills, vocabulary, and comprehension skills/strategies.
Practicing fluency daily focusing on repeated readings and continued opportunities to practice reading.
Engaging in direct, explicit, systematic, differentiated instruction and interventions.
Participating in daily structured language and literacy learning task opportunities and collaborative learning.
Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts.
Reading and discussing a variety of interesting and appropriate texts from multiple genres.

Writing

Writing for different purposes and audiences.
Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Writing daily with guidance for a variety of purposes.
Focusing on the writing process as a means of improving writing.

Speaking & Listening

Engaging daily in one-to-one, small group, and whole class conversations including discussions and collaborative communication.
Establishing skills of collaborating, being a good listener, taking turns, and supporting ideas with facts.
Developing and asking questions about topics being studied and text being read.

Language

Gaining control over many conventions of standard English grammar, usage, and mechanics, as well as learning other ways to use language to convey meaning effectively.
Determining or clarifying the meaning of words encountered through listening and reading. Appreciating non-literal meanings, shadings of meaning, and relationships to other words.
Understanding new words within context and with explanations.

CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words…

CC.1.1.3.E Read with accuracy and fluency to support comprehension...

CC.1.2.3.A / CC.1.3.3.A Determine the main idea…recount the key details and explain how they support the main idea / Determine the central message, lesson, or moral in literary text….

CC.1.2.3.B / CC.1.3.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.

CC.1.2.3.C / CC.1.3.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect / Describe characters in a story and explain how their actions contribute to the sequence of events.

CC.1.2.3.D / CC.1.3.3.D Explain the point of view of the author.

CC.1.2.3.E / CC.1.3.3.E Use text features…to locate and interpret information… / Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections.

CC.1.2.3.F / CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.

CC.1.2.3.G / CC.1.3.3.G Use information gained from text features to demonstrate understanding of a text / Explain how specific aspects of…illustrations contribute to what is conveyed by the words in a story....

CC.1.2.3.H / CC.1.3.3.H Describe how an author connects sentences and paragraphs in a text to support particular points / Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

CC.1.2.3.J / CC.1.3.3.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

CC.1.2.3.K / CC.1.3.3.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.3.L / CC.1.3.3.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.3.S-analytical writing- encompasses all writing domains).

CC.1.4.3.T With guidance and support…develop and strengthen writing…by revising and editing.

CC.1.4.3.X Write routinely over extended time…for a range of discipline-specific tasks, purposes....

CC.1.5.3.A Engage effectively in a range of collaborative discussions…

CC.1.5.3.C Ask and answer questions about information from a speaker, offering appropriate detail.

CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

CC.1.5.3.E Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CC.1.5.3.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction	PA Academic Standards
Reading Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts. Reading and discussing a variety of texts from multiple genres. Shifting gradually to deeper comprehension, combining literacy skills and content knowledge. Engaging in word study instruction and fluency practice as needed. Interacting with text through close reading, analysis, and interpretation. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Focusing on the writing process as a means of producing and improving writing. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Participating in a variety of structured conversations: partner, small group, whole class. Engaging in collaborative communication and taking part in discussions. Language Applying conventions of standard English including grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of words through context clues, understanding word relationships and nuances in meanings, acquiring and using content specific words, and understanding the structure of words.	CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words… CC.1.1.4.E Read with accuracy and fluency to support comprehension... CC.1.2.4.A / CC.1.3.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text / Determine a theme of a text from details in the text; summarize the text. CC.1.2.4.B / CC.1.3.4.B Refer to details and examples…to support what the text says explicitly and make inferences / Cite relevant details…to support what the text says explicitly and make inferences. CC.1.2.4.C / CC.1.3.4.C Explain events, procedures, ideas…including what happened and why, based on specific information… / Describe in depth a character, setting, or event…drawing on specific details… CC.1.2.4.D / CC.1.3.4.DCompare and contrast an event or topic told from two different points of view. CC.1.2.4.E / CC.1.3.4.E Use text structure to interpret information… / Explain major differences between poems, drama, and prose and refer to the structural elements of each… CC.1.2.4.F / CC.1.3.4.F Determine the meaning of words and phrases…including figurative language. CC.1.2.4.G / CC.1.3.4.G Interpret various presentations of information within a text…and explain how the information contributes to an understanding… / Make connections between the text of a story or drama… identifying where each version reflects specific descriptions and directions in the text. CC.1.2.4.H / CC.1.3.4.H Explain how an author uses reasons and evidence to support particular points… / Compare and contrast similar themes, topics, and patterns of events…including texts from different cultures. CC.1.2.4.J / CC.1.3.4.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.4.L / CC.1.3.4.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.4.S-analytical writing- encompasses all writing domains). CC.1.4.4.T With guidance and support…develop and strengthen writing…by revising and editing. CC.1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects… CC.1.4.4.X Write routinely over extended time…for a range of discipline-specific tasks, purposes.... CC.1.5.4.A Engage effectively in a range of collaborative discussions… CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points. CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.4.E Differentiate between contexts that require formal English versus informal situations. CC.1.5.4.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction

PA Academic Standards

Reading

Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts.
Reading and discussing a variety of texts from multiple genres.
Shifting gradually to deeper comprehension, combining literacy skills and content knowledge.
Engaging in word study instruction and fluency practice as needed.
Interacting with text through close reading, analysis, and interpretation.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Engaging in systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Focusing on the writing process as a means of producing and improving writing.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Participating in a variety of structured conversations: partner, small group, whole class.
Engaging in collaborative communication and taking part in discussions.

Language

Applying conventions of standard English including grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of words through context clues, understanding word relationships and nuances in meanings, acquiring and using content specific words, and understanding the structure of words.

CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words…

CC.1.1.4.E Read with accuracy and fluency to support comprehension...

CC.1.2.4.A / CC.1.3.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text / Determine a theme of a text from details in the text; summarize the text.

CC.1.2.4.B / CC.1.3.4.B Refer to details and examples…to support what the text says explicitly and make inferences / Cite relevant details…to support what the text says explicitly and make inferences.

CC.1.2.4.C / CC.1.3.4.C Explain events, procedures, ideas…including what happened and why, based on specific information… / Describe in depth a character, setting, or event…drawing on specific details…

CC.1.2.4.D / CC.1.3.4.DCompare and contrast an event or topic told from two different points of view.

CC.1.2.4.E / CC.1.3.4.E Use text structure to interpret information… / Explain major differences between poems, drama, and prose and refer to the structural elements of each…

CC.1.2.4.F / CC.1.3.4.F Determine the meaning of words and phrases…including figurative language.

CC.1.2.4.G / CC.1.3.4.G Interpret various presentations of information within a text…and explain how the information contributes to an understanding… / Make connections between the text of a story or drama… identifying where each version reflects specific descriptions and directions in the text.

CC.1.2.4.H / CC.1.3.4.H Explain how an author uses reasons and evidence to support particular points… / Compare and contrast similar themes, topics, and patterns of events…including texts from different cultures.

CC.1.2.4.J / CC.1.3.4.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

CC.1.2.4.K / CC.1.3.4.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.4.L / CC.1.3.4.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.4.S-analytical writing- encompasses all writing domains).

CC.1.4.4.T With guidance and support…develop and strengthen writing…by revising and editing.

CC.1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects…

CC.1.4.4.X Write routinely over extended time…for a range of discipline-specific tasks, purposes....

CC.1.5.4.A Engage effectively in a range of collaborative discussions…

CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.

CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

CC.1.5.4.E Differentiate between contexts that require formal English versus informal situations.

CC.1.5.4.G Demonstrate command of the conventions of standard English…

English Language Arts: Grade 5

PA Core Standards

Reading at the secondary level is characterized by increasing text complexity and focusing on informational text.
Strategic writers create writing appropriate to task, i.e., on-demand, drafting or redrafting over time.
Students must become effective speakers and listeners.
Key concepts for the knowledge of language include understanding how language functions, making effective choices for meaning, and comprehending more completely when reading or listening.

¹Adapted from 2020–21 Priority Instructional Content in English Language Arts/literacy and Mathematics, Student Achievement Partners/Achieve the Core. May 2020

Roadmap for Education Leaders: Focus on Instruction (2020-2021)

This guidance document is designed to identify and define areas of high-level focus in English Language Arts instruction supported by key PA Academic Standards. While all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. Note: Refer to complete standard where ellipses appear.

Focus Areas of Instruction	PA Academic Standards
Reading Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts. Reading and discussing a variety of texts from multiple genres. Shifting gradually to deeper comprehension, combining literacy skills and content knowledge. Engaging in word study instruction and fluency practice as needed. Interacting with text through close reading, analysis, and interpretation. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Engaging with systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Focusing on the writing process as a means of producing and improving writing. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Participating in a variety of structured conversations: partner, small group, whole class. Engaging in collaborative communication and taking part in discussions. Language Applying conventions of standard English including grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of words through context clues, understanding word relationships and nuances in meanings, acquiring and using content specific words, and understanding the structure of words.	CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words… CC.1.1.5.E Read with accuracy and fluency to support comprehension... CC.1.2.5.A / CC.1.3.5.A Determine two or more main ideas…and explain how they are supported by key details; summarize the text / Determine a theme of a text from details…including how characters…respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC.1.2.5.B / CC.1.3.5.B Cite textual evidence by quoting accurately…to explain what the text says explicitly and make inferences. CC.1.2.5.C / CC.1.3.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts…based on specific information… / Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. CC.1.2.5.D / CC.1.3.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view… / Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view…. CC.1.2.5.E / CC.1.3.5.E Use text structure…to interpret information…/ Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure…. CC.1.2.5.F / CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text…. CC.1.2.5.G / CC.1.3.5.G Draw on information…locate an answer to a question quickly or to solve a problem efficiently / Analyze how visual…elements contribute to the meaning, tone, or beauty of a text… CC.1.2.5.H / CC.1.3.5.H Determine how an author supports particular points in a text through reasons and evidence / Compare and contrast texts…on their approaches to similar themes and topics… CC.1.2.5.J / CC.1.3.5.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. CC.1.2.5.K / CC.1.3.5.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.5.L / CC.1.3.5.K Read and comprehend literary nonfiction and informational…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, refection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.5.S-analytical writing- encompasses all writing domains). CC.1.4.5.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach. CC.1.4.5.V Conduct short research projects that use several sources to build knowledge… CC.1.4.5.X Write routinely over extended time…for a range of discipline-specific tasks, purposes.... CC.1.5.5.A Engage effectively in a range of collaborative discussions… CC.1.5.5.C Summarize the points a speaker makes and explain how each claim is supported… CC.1.5.5.D Report on a topic …sequencing ideas logically and using appropriate facts and relevant, descriptive details…speak clearly with adequate volume, appropriate pacing, and clear pronunciation. CC.1.5.5.E Adapt speech to a variety of contexts and tasks, using formal English when appropriate… CC.1.5.5.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction

PA Academic Standards

Reading

Learning new words, facts, and ideas from reading, as well as interpreting and summarizing texts.
Reading and discussing a variety of texts from multiple genres.
Shifting gradually to deeper comprehension, combining literacy skills and content knowledge.
Engaging in word study instruction and fluency practice as needed.
Interacting with text through close reading, analysis, and interpretation.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Engaging with systematic and explicit instruction in basic writing skills including handwriting, spelling, and grammar.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Focusing on the writing process as a means of producing and improving writing.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Participating in a variety of structured conversations: partner, small group, whole class.
Engaging in collaborative communication and taking part in discussions.

Language

Applying conventions of standard English including grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of words through context clues, understanding word relationships and nuances in meanings, acquiring and using content specific words, and understanding the structure of words.

CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words…

CC.1.1.5.E Read with accuracy and fluency to support comprehension...

CC.1.2.5.A / CC.1.3.5.A Determine two or more main ideas…and explain how they are supported by key details; summarize the text / Determine a theme of a text from details…including how characters…respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CC.1.2.5.B / CC.1.3.5.B Cite textual evidence by quoting accurately…to explain what the text says explicitly and make inferences.

CC.1.2.5.C / CC.1.3.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts…based on specific information… / Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

CC.1.2.5.D / CC.1.3.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view… / Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view….

CC.1.2.5.E / CC.1.3.5.E Use text structure…to interpret information…/ Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure….

CC.1.2.5.F / CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text….

CC.1.2.5.G / CC.1.3.5.G Draw on information…locate an answer to a question quickly or to solve a problem efficiently / Analyze how visual…elements contribute to the meaning, tone, or beauty of a text…

CC.1.2.5.H / CC.1.3.5.H Determine how an author supports particular points in a text through reasons and evidence / Compare and contrast texts…on their approaches to similar themes and topics…

CC.1.2.5.J / CC.1.3.5.J Acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

CC.1.2.5.K / CC.1.3.5.I Determine or clarify the meaning of unknown or multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.5.L / CC.1.3.5.K Read and comprehend literary nonfiction and informational…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, refection, and research, applying grade-level reading standards for literature and informational texts. (CC.1.4.5.S-analytical writing- encompasses all writing domains).

CC.1.4.5.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach.

CC.1.4.5.V Conduct short research projects that use several sources to build knowledge…

CC.1.4.5.X Write routinely over extended time…for a range of discipline-specific tasks, purposes....

CC.1.5.5.A Engage effectively in a range of collaborative discussions…

CC.1.5.5.C Summarize the points a speaker makes and explain how each claim is supported…

CC.1.5.5.D Report on a topic …sequencing ideas logically and using appropriate facts and relevant, descriptive details…speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

CC.1.5.5.E Adapt speech to a variety of contexts and tasks, using formal English when appropriate…

CC.1.5.5.G Demonstrate command of the conventions of standard English…

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Assuming responsibility for small-group discussions. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words. Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.	CC.1.2.6.A / CC 1.3.6.A Determine the central idea…and how it is conveyed through particular details; provide a summary… / Determine a theme or central idea…and how it is conveyed through particular details; provide a summary... CC.1.2.6.B / CC.1.3.6.BCite textual evidence to support analysis of what the text says explicitly, as well as inferences, and/or generalizations drawn from the text. CC.1.2.6.C / CC.1.3.6.C Analyze…how a key individual, event, or idea is introduced, illustrated, and elaborated… / Describe how a… plot unfolds…how the characters respond or change… CC.1.2.6.D / CC.1.3.6.D Determine an author's point of view or purpose…explain how it is conveyed in a text / Determine an author's purpose in a text and explain how it is conveyed in a text. CC.1.2.6.E / CC.1.3.6.E Analyze the author's structure through the use of paragraphs, chapters, or sections / Analyze how the structure of a text contributes to the development of theme, setting, and plot. CC.1.2.6.F / CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context. CC.1.2.6.G / CC.1.3.6.G Integrate information presented to develop a coherent understanding of a topic or issue / Compare and contrast…reading a story…to listening to or viewing an audio, video, or live version… CC.1.2.6.H / CC.1.3.6.HEvaluate an author's argument by examining claims… / Compare and contrast texts…in terms of the approaches to similar themes and topics…use of additional literary elements. CC.1.2.6.J / CC.1.3.6.JAcquire and use accurately…general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase… CC.1.2.6.K / CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.6.L / CC.1.3.6.KRead and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.6.S-analytical writing- encompasses all writing domains). CC.1.4.6.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach. CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources… CC.1.4.6.W Gather relevant information…assess the credibility…and quote or paraphrase…while avoiding plagiarism and providing basic bibliographic information for sources. CC.1.4.6.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.6.A Engage effectively in a range of collaborative discussions… CC.1.5.6.C Interpret information…and explain how it contributes to a topic, text, or issue… CC.1.5.6.D Present claims…use appropriate eye contact, adequate volume, and clear pronunciation. CC.1.5.6.E Adapt speech to a variety of contexts and tasks. CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Assuming responsibility for small-group discussions.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words.
Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.

CC.1.2.6.A / CC 1.3.6.A Determine the central idea…and how it is conveyed through particular details; provide a summary… / Determine a theme or central idea…and how it is conveyed through particular details; provide a summary...

CC.1.2.6.B / CC.1.3.6.BCite textual evidence to support analysis of what the text says explicitly, as well as inferences, and/or generalizations drawn from the text.

CC.1.2.6.C / CC.1.3.6.C Analyze…how a key individual, event, or idea is introduced, illustrated, and elaborated… / Describe how a… plot unfolds…how the characters respond or change…

CC.1.2.6.D / CC.1.3.6.D Determine an author's point of view or purpose…explain how it is conveyed in a text / Determine an author's purpose in a text and explain how it is conveyed in a text.

CC.1.2.6.E / CC.1.3.6.E Analyze the author's structure through the use of paragraphs, chapters, or sections / Analyze how the structure of a text contributes to the development of theme, setting, and plot.

CC.1.2.6.F / CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.

CC.1.2.6.G / CC.1.3.6.G Integrate information presented to develop a coherent understanding of a topic or issue / Compare and contrast…reading a story…to listening to or viewing an audio, video, or live version…

CC.1.2.6.H / CC.1.3.6.HEvaluate an author's argument by examining claims… / Compare and contrast texts…in terms of the approaches to similar themes and topics…use of additional literary elements.

CC.1.2.6.J / CC.1.3.6.JAcquire and use accurately…general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase…

CC.1.2.6.K / CC.1.3.6.IDetermine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.6.L / CC.1.3.6.KRead and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.6.S-analytical writing- encompasses all writing domains).

CC.1.4.6.T With guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach.

CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources…

CC.1.4.6.W Gather relevant information…assess the credibility…and quote or paraphrase…while avoiding plagiarism and providing basic bibliographic information for sources.

CC.1.4.6.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.6.A Engage effectively in a range of collaborative discussions…

CC.1.5.6.C Interpret information…and explain how it contributes to a topic, text, or issue…

CC.1.5.6.D Present claims…use appropriate eye contact, adequate volume, and clear pronunciation.

CC.1.5.6.E Adapt speech to a variety of contexts and tasks.

CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Assuming responsibility for small-group discussions. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words. Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.	CC.1.2.7.A / CC 1.3.7.A Determine two or more central ideas…analyze their development; provide objective summary… / Determine a theme or central idea…analyze its development…provide objective summary… CC.1.2.7.B / CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.2.7.C / CC.1.3.7.CAnalyze the interactions between individuals, events, and ideas… / Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot. CC.1.2.7.D / CC.1.3.7.D Determine author's point of view or purpose…analyze how author distinguishes his or her position… / Analyze how an author…contrasts the points of view of different characters or narrators... CC.1.2.7.E / CC.1.3.7.E Analyze the structure of the text through evaluation of the author's use of graphics, charts, and the major sections… / Analyze how the structure or form of a text contributes to its meaning. CC.1.2.7.F / CC.1.3.7.FDetermine the meaning of words and phrases as they are used…including interpretation of figurative, connotative, and technical meanings. CC.1.2.7.G / CC.1.3.7.G Compare and contrast a text to an audio, video, or multimedia version... / Compare and contrast a written story, drama, or poem to its audio, filmed, stage or multimedia version… CC.1.2.6.H / CC.1.3.6.H Evaluate an author's argument by examining claims and determining if they are supported by evidence / Compare and contrast texts in different forms or genres in terms of the approaches to similar themes and topics as well as their use of additional literary elements. CC.1.2.7.J / CC.1.3.7.J Acquire and use accurately…general academic and domain-specific words…gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC.1.2.7.K / CC.1.3.7.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.7.L / CC.1.3.7.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.7.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.7.S-analytical writing- encompasses all writing domains). CC.1.4.7.T With some guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC.1.4.7.V Conduct short research projects to answer a question, drawing on several sources… CC.1.4.7.W Gather relevant information…using search terms effectively; assess the credibility…and quote or paraphrase…while avoiding plagiarism and following a standard format for citation. CC.1.4.7.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.7.C Analyze main ideas and supporting details…and explain how the ideas clarify a topic, text… CC.1.5.7.D Present claims…emphasizing salient points in a focused, coherent manner… CC.1.5.7.E Adapt speech to a variety of contexts and tasks. CC.1.5.7.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Assuming responsibility for small-group discussions.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words.
Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.

CC.1.2.7.A / CC 1.3.7.A Determine two or more central ideas…analyze their development; provide objective summary… / Determine a theme or central idea…analyze its development…provide objective summary…

CC.1.2.7.B / CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.2.7.C / CC.1.3.7.CAnalyze the interactions between individuals, events, and ideas… / Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.

CC.1.2.7.D / CC.1.3.7.D Determine author's point of view or purpose…analyze how author distinguishes his or her position… / Analyze how an author…contrasts the points of view of different characters or narrators...

CC.1.2.7.E / CC.1.3.7.E Analyze the structure of the text through evaluation of the author's use of graphics, charts, and the major sections… / Analyze how the structure or form of a text contributes to its meaning.

CC.1.2.7.F / CC.1.3.7.FDetermine the meaning of words and phrases as they are used…including interpretation of figurative, connotative, and technical meanings.

CC.1.2.7.G / CC.1.3.7.G Compare and contrast a text to an audio, video, or multimedia version... / Compare and contrast a written story, drama, or poem to its audio, filmed, stage or multimedia version…

CC.1.2.6.H / CC.1.3.6.H Evaluate an author's argument by examining claims and determining if they are supported by evidence / Compare and contrast texts in different forms or genres in terms of the approaches to similar themes and topics as well as their use of additional literary elements.

CC.1.2.7.J / CC.1.3.7.J Acquire and use accurately…general academic and domain-specific words…gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.2.7.K / CC.1.3.7.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.7.L / CC.1.3.7.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.7.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.7.S-analytical writing- encompasses all writing domains).

CC.1.4.7.T With some guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CC.1.4.7.V Conduct short research projects to answer a question, drawing on several sources…

CC.1.4.7.W Gather relevant information…using search terms effectively; assess the credibility…and quote or paraphrase…while avoiding plagiarism and following a standard format for citation.

CC.1.4.7.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.7.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.

CC.1.5.7.C Analyze main ideas and supporting details…and explain how the ideas clarify a topic, text…

CC.1.5.7.D Present claims…emphasizing salient points in a focused, coherent manner…

CC.1.5.7.E Adapt speech to a variety of contexts and tasks.

CC.1.5.7.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Employing detail in writing, sustaining a focus, and producing well-organized writing. Gathering information, evaluating sources, citing evidence, and responding analytically. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Assuming responsibility for small-group discussions. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively. Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words. Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.	CC.1.2.8.A / CC 1.3.8.A Determine central idea and analyze its development…including its relationship to supporting ideas; provide objective summary… / Determine theme or central idea…and analyze its development…including its relationship to the characters, setting, and plot; provide objective summary. CC.1.2.8.B / CC.1.3.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.2.8.C / CC.1.3.8.C Analyze how text makes connections among and distinctions between… / Analyze how particular dialogue/incidents…propel action, reveal character, or provoke a decision. CC.1.2.8.D / CC.1.3.8.D Determine author's point of view/purpose…analyze how author responds to conflicting evidence… / Analyze how differences in points of view…create…suspense or humor. CC.1.2.8.E / CC.1.3.8.E Analyze structure…through evaluation of author's use of sentences/paragraphs to develop/refine concept; compare and contrast structure…and analyze how…contributes to its meaning/style. CC.1.2.8.F / CC.1.3.8.F Analyze the influence of the words and phrases…including figurative, connotative, and technical meanings and how they shape meaning and tone. CC.1.2.8.G / CC.1.3.8.G Evaluate the advantages and disadvantages of using different mediums… / Analyze the extent to which a filmed or live production…stays faithful to or departs from the text… CC.1.2.8.H Evaluate an author's argument, reasoning, and claims… / Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works… CC.1.2.8.J / CC.1.3.8.J Acquire and use accurately…general academic and domain-specific words/phrases; gather vocabulary knowledge when considering a word/phrase important to comprehension or expression. CC.1.2.8.K / CC.1.3.8.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.8.L / CC.1.3.8.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.8.SDraw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.8.S-analytical writing- encompasses all writing domains). CC.1.4.8.T With some guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC.1.4.8.V Conduct short research projects to answer a question…drawing on several sources… CC.1.4.8.W Gather relevant information…using search terms effectively; assess the credibility…and quote or paraphrase…while avoiding plagiarism and following a standard format for citation. CC.1.4.8.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.8.A Engage effectively in a range of collaborative discussions…topics, texts, and issues, building on others' ideas and expressing their own clearly. CC.1.5.8.C Analyze the purpose of information…and evaluate the motives…behind its presentation. CC.1.5.8.D Present claims…emphasizing salient points in a focused, coherent manner… CC.1.5.8.E Adapt speech to a variety of contexts and tasks. CC.1.5.8.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Employing detail in writing, sustaining a focus, and producing well-organized writing.
Gathering information, evaluating sources, citing evidence, and responding analytically.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Assuming responsibility for small-group discussions.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Applying conventions of standard English include grammar, usage, and mechanics, as well as using language to convey meaning effectively.
Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words.
Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.

CC.1.2.8.A / CC 1.3.8.A Determine central idea and analyze its development…including its relationship to supporting ideas; provide objective summary… / Determine theme or central idea…and analyze its development…including its relationship to the characters, setting, and plot; provide objective summary.

CC.1.2.8.B / CC.1.3.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.2.8.C / CC.1.3.8.C Analyze how text makes connections among and distinctions between… / Analyze how particular dialogue/incidents…propel action, reveal character, or provoke a decision.

CC.1.2.8.D / CC.1.3.8.D Determine author's point of view/purpose…analyze how author responds to conflicting evidence… / Analyze how differences in points of view…create…suspense or humor.

CC.1.2.8.E / CC.1.3.8.E Analyze structure…through evaluation of author's use of sentences/paragraphs to develop/refine concept; compare and contrast structure…and analyze how…contributes to its meaning/style.

CC.1.2.8.F / CC.1.3.8.F Analyze the influence of the words and phrases…including figurative, connotative, and technical meanings and how they shape meaning and tone.

CC.1.2.8.G / CC.1.3.8.G Evaluate the advantages and disadvantages of using different mediums… / Analyze the extent to which a filmed or live production…stays faithful to or departs from the text…

CC.1.2.8.H Evaluate an author's argument, reasoning, and claims… / Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works…

CC.1.2.8.J / CC.1.3.8.J Acquire and use accurately…general academic and domain-specific words/phrases; gather vocabulary knowledge when considering a word/phrase important to comprehension or expression.

CC.1.2.8.K / CC.1.3.8.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.8.L / CC.1.3.8.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.8.SDraw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.8.S-analytical writing- encompasses all writing domains).

CC.1.4.8.T With some guidance…develop/strengthen writing… revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CC.1.4.8.V Conduct short research projects to answer a question…drawing on several sources…

CC.1.4.8.W Gather relevant information…using search terms effectively; assess the credibility…and quote or paraphrase…while avoiding plagiarism and following a standard format for citation.

CC.1.4.8.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.8.A Engage effectively in a range of collaborative discussions…topics, texts, and issues, building on others' ideas and expressing their own clearly.

CC.1.5.8.C Analyze the purpose of information…and evaluate the motives…behind its presentation.

CC.1.5.8.D Present claims…emphasizing salient points in a focused, coherent manner…

CC.1.5.8.E Adapt speech to a variety of contexts and tasks.

CC.1.5.8.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Reading and analyzing seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Establishing and sustaining a precise controlling idea/claim/counterclaim/position, choosing sophisticated organizational strategies, including a clear and well-defined introduction, body, and conclusion with relevant evidence. Choosing an effective style, tone, and point of view. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Demonstrating a command of standard English: grammar, usage, mechanics, precise language, and varied sentence structures. Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words. Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.	CC.1.2.9-10.A / CC 1.3.9-10.A Determine central idea…and analyze its development…including how it emerges and is shaped and refined…provide objective summary… / Determine theme/central idea…analyze in detail its development…including how it emerges and is shaped and refined…provide objective summary... CC.1.2.9-10.B / CC.1.3.9-10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs… CC.1.2.9-10.C / CC.1.3.9-10.C Apply strategies to analyze/interpret/evaluate how an author unfolds an analysis/series of ideas/events, including the order the points are made, introduced, developed, and draw connections / Analyze how complex characters develop…interact, advance plot, develop theme. CC.1.2.9-10.D / CC.1.3.9-10.D Determine author's point of view and analyze how rhetoric advances the point of view / Determine point of view and analyze the impact the point of view has on the meaning of the text. CC.1.2.9-10.E / CC.1.3.9-10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs… / Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create an effect. CC.1.2.9-10.F / CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts. CC.1.2.9-10.G / CC.1.3.9-10.G Analyze various accounts of subject in different mediums…which details are emphasized… / Analyze the…subject/key scene in different mediums…what is emphasized/absent... CC.1.2.9-10.H / CC.1.3.9-10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence / Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work./p> CC.1.2.9-10.I Analyze seminal U.S. documents of historical and literary significance… CC.1.2.9-10.J / CC.1.3.9-10.J Acquire and use accurately general academic and domain-specific words and phrases…demonstrate independence in gathering vocabulary knowledge… CC.1.2.9-10.K / CC.1.3.9-10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases… choosing flexibly from a range of strategies and tools. CC.1.2.9-10.L / CC.1.3.9-10.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.9-10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.9-10.S-analytical writing- encompasses all writing domains). CC.1.4.9-10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting… CC.1.4.9-10.V Conduct short/sustained research projects to answer a question…or solve a problem; narrow/broaden the inquiry when appropriate; synthesize multiple sources…demonstrating understanding… CC.1.4.9-10.W Gather relevant information from multiple…sources…assess the usefulness of each source…integrate information…selectively…avoiding plagiarism and following a standard format for citation. CC.1.4.9-10.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.9-10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.1.5.9-10.D Present information…clearly, concisely, and logically… CC.1.5.9-10.E Adapt speech to a variety of contexts and tasks. CC.1.5.9-10.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.
Reading and analyzing seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Establishing and sustaining a precise controlling idea/claim/counterclaim/position, choosing sophisticated organizational strategies, including a clear and well-defined introduction, body, and conclusion with relevant evidence.
Choosing an effective style, tone, and point of view.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Demonstrating a command of standard English: grammar, usage, mechanics, precise language, and varied sentence structures.
Determining or clarifying the meaning of unknown and multiple meaning words through context clues, understanding word relationships and nuances in meanings, and understanding the structure of words.
Acquiring and using general academic and domain-specific words and phrases; gathering vocabulary knowledge.

CC.1.2.9-10.A / CC 1.3.9-10.A Determine central idea…and analyze its development…including how it emerges and is shaped and refined…provide objective summary… / Determine theme/central idea…analyze in detail its development…including how it emerges and is shaped and refined…provide objective summary...

CC.1.2.9-10.B / CC.1.3.9-10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs…

CC.1.2.9-10.C / CC.1.3.9-10.C Apply strategies to analyze/interpret/evaluate how an author unfolds an analysis/series of ideas/events, including the order the points are made, introduced, developed, and draw connections / Analyze how complex characters develop…interact, advance plot, develop theme.

CC.1.2.9-10.D / CC.1.3.9-10.D Determine author's point of view and analyze how rhetoric advances the point of view / Determine point of view and analyze the impact the point of view has on the meaning of the text.

CC.1.2.9-10.E / CC.1.3.9-10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs… / Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create an effect.

CC.1.2.9-10.F / CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts.

CC.1.2.9-10.G / CC.1.3.9-10.G Analyze various accounts of subject in different mediums…which details are emphasized… / Analyze the…subject/key scene in different mediums…what is emphasized/absent...

CC.1.2.9-10.H / CC.1.3.9-10.H Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence / Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work./p>

CC.1.2.9-10.I Analyze seminal U.S. documents of historical and literary significance…

CC.1.2.9-10.J / CC.1.3.9-10.J Acquire and use accurately general academic and domain-specific words and phrases…demonstrate independence in gathering vocabulary knowledge…

CC.1.2.9-10.K / CC.1.3.9-10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases… choosing flexibly from a range of strategies and tools.

CC.1.2.9-10.L / CC.1.3.9-10.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.9-10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.9-10.S-analytical writing- encompasses all writing domains).

CC.1.4.9-10.T Develop and strengthen writing as needed by planning, revising, editing, rewriting…

CC.1.4.9-10.V Conduct short/sustained research projects to answer a question…or solve a problem; narrow/broaden the inquiry when appropriate; synthesize multiple sources…demonstrating understanding…

CC.1.4.9-10.W Gather relevant information from multiple…sources…assess the usefulness of each source…integrate information…selectively…avoiding plagiarism and following a standard format for citation.

CC.1.4.9-10.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.9-10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CC.1.5.9-10.D Present information…clearly, concisely, and logically…

CC.1.5.9-10.E Adapt speech to a variety of contexts and tasks.
CC.1.5.9-10.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction	PA Academic Standards
Reading Interacting with text through close reading, analysis, and interpretation. Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion. Reading and analyzing seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. Writing Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences. Establishing and sustaining a precise controlling idea/claim/counterclaim/position, choosing sophisticated organizational strategies, including a clear and well-defined introduction, body, and conclusion with relevant evidence. Choosing an effective style, tone, and point of view. Building knowledge on a subject through research projects and responding analytically to literary and informational sources. Speaking & Listening Listening attentively and critically, responding thoughtfully, and building upon the ideas of others. Talking about texts in order to develop knowledge of academic language and conceptual understanding. Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions. Language Demonstrating a command of standard English: grammar, usage, mechanics, precise language, and varied sentence structures. Acquiring and using general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrating independence in gathering vocabulary knowledge.	CC.1.2.11-12.A / CC 1.3.11-12.A Determine and analyze relationship between two or more central ideas, including development/interaction…provide objective summary… / Determine and analyze relationship between two or more themes/central ideas, including development/interaction…provide objective summary... CC.1.2.11-12.B / CC.1.3.11-12.B Cite strong and thorough textual evidence to support analysis…as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs. CC.1.2.11-12.C / CC.1.3.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals… / Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. CC.1.2.11-12.D / CC.1.3.11-12.D Evaluate how author's point of view/purpose shapes the content and style. CC.1.2.11-12.E / CC.1.3.11-12.E Analyze/evaluate the effectiveness of structure an author uses in exposition or argument… / Evaluate structure…including how specific sentences…relate to each other and the whole. CC.1.2.11-12.F / CC.1.3.11-12.F Evaluate how words and phrases shape meaning and tone in texts. CC.1.2.11-12.G / CC.1.3.11-12.G Integrate/evaluate multiple sources of information…in order to address a question or solve a problem / Analyze multiple interpretations of a story…evaluating how each version interprets the source text… CC.1.2.11.12.H / CC.1.3.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments / Demonstrate knowledge of foundational works of literature that reflect a variety of genres… CC.1.2.11-12.J / CC.1.3.11-12.J Acquire and use accurately general academic and domain-specific words and phrases…demonstrate independence in gathering vocabulary knowledge… CC.1.2.11-12.K / CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools. CC.1.2.11-12.L / CC.1.3.11-12.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently. CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.11-12.S-analytical writing- encompasses all writing domains). CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting… CC.1.4.11-12.V Conduct short/sustained research projects to answer a question…or solve a problem; narrow/broaden the inquiry when appropriate; synthesize multiple sources…demonstrating understanding… CC.1.4.11-12.W Gather relevant information…assess strengths and limitations of sources…integrate information…avoiding plagiarism and overreliance on one source…following a standard format for citation. CC.1.4.11-12.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC.1.5.11-12.D Present information…conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. CC.1.5.11-12.E Adapt speech to a variety of contexts and tasks. CC.1.5.11-12.G Demonstrate command of the conventions of standard English when speaking…

Focus Areas of Instruction

PA Academic Standards

Reading

Interacting with text through close reading, analysis, and interpretation.
Engaging and interacting with the text (deep reading of text) to discern not only the craft of the writer, but the connectivity to other texts and citing evidence to support a conclusion.
Reading and analyzing seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

Writing

Writing routinely over extended periods (research, reflection, and revision) and shorter periods (a single sitting) for a range of tasks, purposes, and audiences.
Establishing and sustaining a precise controlling idea/claim/counterclaim/position, choosing sophisticated organizational strategies, including a clear and well-defined introduction, body, and conclusion with relevant evidence.
Choosing an effective style, tone, and point of view.
Building knowledge on a subject through research projects and responding analytically to literary and informational sources.

Speaking & Listening

Listening attentively and critically, responding thoughtfully, and building upon the ideas of others.
Talking about texts in order to develop knowledge of academic language and conceptual understanding.
Discussing and making connections among multiple texts using intra-, inter-, and extratextual questions.

Language

Demonstrating a command of standard English: grammar, usage, mechanics, precise language, and varied sentence structures.
Acquiring and using general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrating independence in gathering vocabulary knowledge.

CC.1.2.11-12.A / CC 1.3.11-12.A Determine and analyze relationship between two or more central ideas, including development/interaction…provide objective summary… / Determine and analyze relationship between two or more themes/central ideas, including development/interaction…provide objective summary...

CC.1.2.11-12.B / CC.1.3.11-12.B Cite strong and thorough textual evidence to support analysis…as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.

CC.1.2.11-12.C / CC.1.3.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals… / Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

CC.1.2.11-12.D / CC.1.3.11-12.D Evaluate how author's point of view/purpose shapes the content and style.

CC.1.2.11-12.E / CC.1.3.11-12.E Analyze/evaluate the effectiveness of structure an author uses in exposition or argument… / Evaluate structure…including how specific sentences…relate to each other and the whole.

CC.1.2.11-12.F / CC.1.3.11-12.F Evaluate how words and phrases shape meaning and tone in texts.

CC.1.2.11-12.G / CC.1.3.11-12.G Integrate/evaluate multiple sources of information…in order to address a question or solve a problem / Analyze multiple interpretations of a story…evaluating how each version interprets the source text…

CC.1.2.11.12.H / CC.1.3.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments / Demonstrate knowledge of foundational works of literature that reflect a variety of genres…

CC.1.2.11-12.J / CC.1.3.11-12.J Acquire and use accurately general academic and domain-specific words and phrases…demonstrate independence in gathering vocabulary knowledge…

CC.1.2.11-12.K / CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases…choosing flexibly from a range of strategies and tools.

CC.1.2.11-12.L / CC.1.3.11-12.K Read and comprehend literary nonfiction and informational text…reading independently and proficiently / Read and comprehend literary fiction…reading independently and proficiently.

CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. (CC.1.4.11-12.S-analytical writing- encompasses all writing domains).

CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting…

CC.1.4.11-12.V Conduct short/sustained research projects to answer a question…or solve a problem; narrow/broaden the inquiry when appropriate; synthesize multiple sources…demonstrating understanding…

CC.1.4.11-12.W Gather relevant information…assess strengths and limitations of sources…integrate information…avoiding plagiarism and overreliance on one source…following a standard format for citation.

CC.1.4.11-12.X Write routinely over extended time…(time for research, reflection, and revision) and shorter time…(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CC.1.5.11-12.D Present information…conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.

CC.1.5.11-12.E Adapt speech to a variety of contexts and tasks.

CC.1.5.11-12.G Demonstrate command of the conventions of standard English when speaking…

Access the high-level focus documents for Mathematics.

The 2020–21 school year presents a unique set of opportunities and challenges due to the disruption to instruction in spring 2020 as well as the uncertainty as the school year unfolds. Educators know that every school year there are students who require support in addressing unfinished learning from prior grades; a challenge that will be felt more prominently in the 2020–21 school year. It is vitally important that educators are supported to make deliberate instructional choices that allow all students to effectively engage with grade-level work.

This guidance document is designed to identify and define areas of high-level focus in Mathematics instruction supported by key PA Academic Standards. Note that while all standards deserve a defined level of instruction, neglecting key concepts may result in learning gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. Not all content in a given grade is emphasized equally in the standards. Some focus areas require greater emphasis then others based on the depth of the ideas, the time taken to master, and/or their importance to the future mathematics grade levels. More time in these areas is also necessary for students to meet the Standards for Mathematical Practice (MP).

¹Adapted from 2020–21 Priority Instructional Content in English Language Arts/literacy and Mathematics, Student Achievement Partners/Achieve the Core. May 2020

Focus Areas of Instruction	PA Academic Standards
Numbers and Operations Know Number Names & Count Sequence: Rote counts to 100, Count forward beginning from a given number within the known sequence. Names numerals 0 – 20. Represent a number of objects with a written numeral 0-20. Count Objects: Uses one-to-one correspondence when counting to 20, State the total number of objects counted. demonstrating understanding that that last number named tells the number of objects counted. Understand that each successive number name refers to a quantity that is one larger. Compare Numbers & Place Value: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Compare two numbers between 1 and 10 presented as written numerals. Compose and decompose numbers up to 19 into ten and ones. Algebraic Concepts Add and Subtract with in 10: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or drawings, and record each decomposition by a drawing or equation. For any number from 1 to 9, find the number that makes 10 when added to the given number, by using objects or drawings, and record the answer with a drawing or equation. Geometry Two- and Three-dimensional Shapes: Analyze and compare two-and three-dimensional shapes, in different sizes and orientations. Model shapes in the world by building shapes from components and drawing shapes. Use simple shapes to compose larger shapes. Measurement, Data, and Probability Describe and Compare Measurable Attributes: Describe measurable attributes of objects, such as length, weight, area or capacity. Describe several measurable attributes of a single object. Compare two objects with a measurable attribute in common and describe the difference.	CC.2.1.K.A.1 Know number names and write and recite the count sequence. CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects. CC.2.1.K.A.3 Apply the concept of magnitude to compare numbers and quantities. CC.2.1.K.B.1 Use place value to compose and decompose numbers within 19. CC.2.2.K.A.1 Extend the concepts of putting together and taking apart to add and subtract within 10. CC.2.3.K.A.2 Analyze, compare, create, and compose two- and three-dimensional shapes. CC.2.4.K.A.1 Describe and compare attributes of length, area, weight, and capacity of everyday objects Standards for Mathematics Practices MP1: Make sense of problems and persevere in solving them. Design structured and unstructured time for students to actively collaborate with their classmates to grow their skills in problem solving, cooperation, communication, innovation, reflection, self-regulation, and empathy. MP6: Attend to precision. Promote skills in cooperation and communication by providing opportunities in daily lessons for students to work in pairs counting objects and practicing fluency. MP7: Look for and make use of structure. Promote a sense of belonging by including math routines, such as number talks, choral counting, counting collections, and other counting routines, so that students see themselves as a part of a community.

Focus Areas of Instruction

PA Academic Standards

Numbers and Operations

Know Number Names & Count Sequence: Rote counts to 100, Count forward beginning from a given number within the known sequence. Names numerals 0 – 20. Represent a number of objects with a written numeral 0-20.
Count Objects: Uses one-to-one correspondence when counting to 20, State the total number of objects counted. demonstrating understanding that that last number named tells the number of objects counted. Understand that each successive number name refers to a quantity that is one larger.
Compare Numbers & Place Value: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Compare two numbers between 1 and 10 presented as written numerals. Compose and decompose numbers up to 19 into ten and ones.

Algebraic Concepts

Add and Subtract with in 10: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or drawings, and record each decomposition by a drawing or equation. For any number from 1 to 9, find the number that makes 10 when added to the given number, by using objects or drawings, and record the answer with a drawing or equation.

Geometry

Two- and Three-dimensional Shapes: Analyze and compare two-and three-dimensional shapes, in different sizes and orientations. Model shapes in the world by building shapes from components and drawing shapes. Use simple shapes to compose larger shapes.

Measurement, Data, and Probability

Describe and Compare Measurable Attributes: Describe measurable attributes of objects, such as length, weight, area or capacity. Describe several measurable attributes of a single object. Compare two objects with a measurable attribute in common and describe the difference.

CC.2.1.K.A.1 Know number names and write and recite the count sequence.

CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects.

CC.2.1.K.A.3 Apply the concept of magnitude to compare numbers and quantities.

CC.2.1.K.B.1 Use place value to compose and decompose numbers within 19.

CC.2.2.K.A.1 Extend the concepts of putting together and taking apart to add and subtract within 10.

CC.2.3.K.A.2 Analyze, compare, create, and compose two- and three-dimensional shapes.

CC.2.4.K.A.1 Describe and compare attributes of length, area, weight, and capacity of everyday objects

Standards for Mathematics Practices

MP1:  Make sense of problems and persevere in solving them.
Design structured and unstructured time for students to actively collaborate with their classmates to grow their skills in problem solving, cooperation, communication, innovation, reflection, self-regulation, and empathy.

MP6:  Attend to precision.
Promote skills in cooperation and communication by providing opportunities in daily lessons for students to work in pairs counting objects and practicing fluency.

MP7:  Look for and make use of structure.
Promote a sense of belonging by including math routines, such as number talks, choral counting, counting collections, and other counting routines, so that students see themselves as a part of a community.

Focus Areas of Instruction	PA Academic Standards
Numbers and Operations Count Sequence: Read and write numerals up to 120 and represent the number of objects with a written numeral. Place Value: Understand that the two digits of a two-digit number represent amounts of tens and ones. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10 using concrete models or drawings. Subtract multiples of 10 in the range 10-90, using concrete models or drawings. Algebraic Concepts Represent and Solve Problems Using Addition and Subtraction: Use addition and subtraction within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. Geometry Fractions: Partition circles and rectangles into two and four equal shares. Understand that decomposing into more equal shares creates smaller shares. Measurement, Data, and Probability Measurement Lengths: Order three objects by length; compare the lengths of two objects indirectly by using a third object, Use standard and non-standard units of measure to express the length of an objects a whole number of length units, Understand that the length measurement of an object is the number of same-size length units.	CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to represent objects. CC.2.1.1.B.2 Use place-value concepts to represent amounts of tens and ones and to compare two-digit numbers. CC.2.1.1.B.3 Use place-value concepts and properties of operations to add and subtract within 100. CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20. CC.2.2.1.A.2 Understand and apply properties of operations and the relationship between addition and subtraction. CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into halves and quarters. CC.2.4.1.A.1 Order lengths and measure them both indirectly and by repeating length units. Standards for Mathematics Practices MP1: Make sense of problems and persevere in solving them. Position students by highlighting their successes with grade level content, as well as by strategically creating just-in-time supports and enrichment that provide every student opportunity to actively engage with grade level work. MP3: Construct viable arguments and critique the reasoning of others. Communicate collective learning goals for the class as a whole to reinforce that students belong to a learning community where they can succeed and where they will be supported to grow. MP7: Look for and make use of structure. Establish norms for participation within routines, such as number talks for addition and subtraction within 20 and choral counting within 120, to position every student as a competent mathematical thinker.

Focus Areas of Instruction

PA Academic Standards

Numbers and Operations

Count Sequence: Read and write numerals up to 120 and represent the number of objects with a written numeral.
Place Value: Understand that the two digits of a two-digit number represent amounts of tens and ones. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10 using concrete models or drawings. Subtract multiples of 10 in the range 10-90, using concrete models or drawings.

Algebraic Concepts

Represent and Solve Problems Using Addition and Subtraction: Use addition and subtraction within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract.

Geometry

Fractions: Partition circles and rectangles into two and four equal shares. Understand that decomposing into more equal shares creates smaller shares.

Measurement, Data, and Probability

Measurement Lengths: Order three objects by length; compare the lengths of two objects indirectly by using a third object, Use standard and non-standard units of measure to express the length of an objects a whole number of length units, Understand that the length measurement of an object is the number of same-size length units.

CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to represent objects.

CC.2.1.1.B.2 Use place-value concepts to represent amounts of tens and ones and to compare two-digit numbers.

CC.2.1.1.B.3 Use place-value concepts and properties of operations to add and subtract within 100.

CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.

CC.2.2.1.A.2 Understand and apply properties of operations and the relationship between addition and subtraction.

CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into halves and quarters.

CC.2.4.1.A.1 Order lengths and measure them both indirectly and by repeating length units.

Standards for Mathematics Practices

MP1: Make sense of problems and persevere in solving them.
Position students by highlighting their successes with grade level content, as well as by strategically creating just-in-time supports and enrichment that provide every student opportunity to actively engage with grade level work.

MP3: Construct viable arguments and critique the reasoning of others.
Communicate collective learning goals for the class as a whole to reinforce that students belong to a learning community where they can succeed and where they will be supported to grow.

MP7: Look for and make use of structure.
Establish norms for participation within routines, such as number talks for addition and subtraction within 20 and choral counting within 120, to position every student as a competent mathematical thinker.

Focus Areas of Instruction	PA Academic Standards
Numbers and Operations Place Value: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Properties of operations to add and subtract: Add up to four two-digit numbers using strategies based on place value and properties of operations. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Algebraic Concepts Represent and solve problems using addition and subtraction: Fluently add and subtract within 20. Apply properties of operations as strategies to add and subtract. Use addition and subtraction within 100 to solve one- and two-step word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. Geometry Fractions: Partition circles and rectangles into two, three, or four equal shares. Recognize that equal shares of identical wholes need not have the same shape. Measurement, Data and Probability Measurement and Estimate Lengths in Standard Units: Measure the length of an object by selecting and using appropriate tools. Measure the same length with different-sized units then discuss the measurement made with the smaller unit is more than the measurement made with the larger unit and vice versa, Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another. Relate Addition and Subtraction to Length: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.	CC.2.1.2.B.1 Use place-value concepts to represent amounts of tens and ones and to compare three-digit numbers. CC.2.1.2.B.2 Use place-value concepts to read, write, and skip count to 1000. CC.2.1.2.B.3 Use place-value understanding and properties of operations to add and subtract within 1000. CC.2.2.2.A.1 Represent and solve problems involving addition and subtraction within 100. CC.2.2.2.A.2 Use mental strategies to add and subtract within 20. CC.2.3.2.A.2 Use the understanding of fractions to partition shapes into halves, quarters, and thirds. CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools. CC.2.4.2.A.6 Extend the concepts of addition and subtraction to problems involving length. Standards for Mathematics Practices MP1: Make sense of problems and persevere in solving them. Design question threads that prompt students to recognize frustration with a problem, manage the frustration without turning their back on the task, re-evaluate and look for an alternate pathway to a solution. MP3: Construct viable arguments and critique the reasoning of others. Use discussion protocols to provide a safe environment for students to share their developing thinking and to allow for interactions where peers value multiple contributions. MP8: Look for and express regularity in repeated reasoning. Empower students to self-monitor their individual progress as they use properties and patterns along the way toward knowing sums of two one-digit numbers from memory.

Focus Areas of Instruction

PA Academic Standards

Numbers and Operations

Place Value: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Properties of operations to add and subtract: Add up to four two-digit numbers using strategies based on place value and properties of operations. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations.

Algebraic Concepts

Represent and solve problems using addition and subtraction: Fluently add and subtract within 20. Apply properties of operations as strategies to add and subtract. Use addition and subtraction within 100 to solve one- and two-step word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Geometry

Fractions: Partition circles and rectangles into two, three, or four equal shares. Recognize that equal shares of identical wholes need not have the same shape.

Measurement, Data and Probability

Measurement and Estimate Lengths in Standard Units: Measure the length of an object by selecting and using appropriate tools. Measure the same length with different-sized units then discuss the measurement made with the smaller unit is more than the measurement made with the larger unit and vice versa, Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another.
Relate Addition and Subtraction to Length: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.

CC.2.1.2.B.1 Use place-value concepts to represent amounts of tens and ones and to compare three-digit numbers.

CC.2.1.2.B.2 Use place-value concepts to read, write, and skip count to 1000.

CC.2.1.2.B.3 Use place-value understanding and properties of operations to add and subtract within 1000.

CC.2.2.2.A.1 Represent and solve problems involving addition and subtraction within 100.

CC.2.2.2.A.2 Use mental strategies to add and subtract within 20.

CC.2.3.2.A.2 Use the understanding of fractions to partition shapes into halves, quarters, and thirds.

CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.

CC.2.4.2.A.6 Extend the concepts of addition and subtraction to problems involving length.

Standards for Mathematics Practices

MP1: Make sense of problems and persevere in solving them.
Design question threads that prompt students to recognize frustration with a problem, manage the frustration without turning their back on the task, re-evaluate and look for an alternate pathway to a solution.

MP3: Construct viable arguments and critique the reasoning of others.
Use discussion protocols to provide a safe environment for students to share their developing thinking and to allow for interactions where peers value multiple contributions.

MP8: Look for and express regularity in repeated reasoning.
Empower students to self-monitor their individual progress as they use properties and patterns along the way toward knowing sums of two one-digit numbers from memory.

Focus Areas of Instruction	PA Academic Standards
Numbers and Operations Place Value: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Properties of operations to add and subtract: Add up to four two-digit numbers using strategies based on place value and properties of operations. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Algebraic Concepts Represent and solve problems using addition and subtraction: Fluently add and subtract within 20. Apply properties of operations as strategies to add and subtract. Use addition and subtraction within 100 to solve one- and two-step word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. Geometry Fractions: Partition circles and rectangles into two, three, or four equal shares. Recognize that equal shares of identical wholes need not have the same shape. Measurement, Data and Probability Measurement and Estimate Lengths in Standard Units: Measure the length of an object by selecting and using appropriate tools. Measure the same length with different-sized units then discuss the measurement made with the smaller unit is more than the measurement made with the larger unit and vice versa, Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another. Relate Addition and Subtraction to Length: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.	CC.2.1.2.B.1 Use place-value concepts to represent amounts of tens and ones and to compare three-digit numbers. CC.2.1.2.B.2 Use place-value concepts to read, write, and skip count to 1000. CC.2.1.2.B.3 Use place-value understanding and properties of operations to add and subtract within 1000. CC.2.2.2.A.1 Represent and solve problems involving addition and subtraction within 100. CC.2.2.2.A.2 Use mental strategies to add and subtract within 20. CC.2.3.2.A.2 Use the understanding of fractions to partition shapes into halves, quarters, and thirds. CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools. CC.2.4.2.A.6 Extend the concepts of addition and subtraction to problems involving length. Standards for Mathematics Practices MP1: Make sense of problems and persevere in solving them. Design question threads that prompt students to recognize frustration with a problem, manage the frustration without turning their back on the task, re-evaluate and look for an alternate pathway to a solution. MP3: Construct viable arguments and critique the reasoning of others. Use discussion protocols to provide a safe environment for students to share their developing thinking and to allow for interactions where peers value multiple contributions. MP8: Look for and express regularity in repeated reasoning. Empower students to self-monitor their individual progress as they use properties and patterns along the way toward knowing sums of two one-digit numbers from memory.

Focus Areas of Instruction

PA Academic Standards

Numbers and Operations

Place Value: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Properties of operations to add and subtract: Add up to four two-digit numbers using strategies based on place value and properties of operations. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations.

Algebraic Concepts

Represent and solve problems using addition and subtraction: Fluently add and subtract within 20. Apply properties of operations as strategies to add and subtract. Use addition and subtraction within 100 to solve one- and two-step word problems. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Geometry

Fractions: Partition circles and rectangles into two, three, or four equal shares. Recognize that equal shares of identical wholes need not have the same shape.

Measurement, Data and Probability

Measurement and Estimate Lengths in Standard Units: Measure the length of an object by selecting and using appropriate tools. Measure the same length with different-sized units then discuss the measurement made with the smaller unit is more than the measurement made with the larger unit and vice versa, Estimate lengths using units of inches, feet, centimeters, and meters. Measure to determine how much longer one object is than another.
Relate Addition and Subtraction to Length: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.