MAS K-5 ELA Standards Progression

Manchester Academic Standards

English Language Arts Pre-K–8

Table of Contents

Strand: PreK 3 and PreK 4 Reading Standards for Literature and Informational Texts (R.)

Strand: PreK 3 and PreK 4 Reading Standards for Foundational Skills (RF)

Strand: PreK 3 and PreK 4 Reading Standards for Writing (W)

Strand: PreK 3 and PreK 4 Reading Standards for Speaking and Listening (SL)

(includes foundation for Language Strand which is a separate domain for K-8)

Strand: K-5 Reading Standards for Literature (RL)

Strand: K-5 Reading Standards for Informational Text (RI)

Strand: K-5 Writing Standards (W)

Strand: K-5 Speaking and Listening Standards (SL)

Strand: K-5 Language Standards (L)

Manchester Academic Standards-ELA: PreK 3 and 4 year olds

Strand: PreK 3 and PreK 4 Reading Standards for Literature and Informational Texts (R.)
Cluster 1: Key Ideas and Details	R.PK3.1 Recognize characters, objects or actions in a familiar book by pointing to pictures.	R.PK4.1 Ask and answer questions or comment about texts, can refer to text/pictures.
	R.PK3.2 Participate in telling a familiar story by naming characters or objects, gesturing, pointing, or acting out a part of the story with support. (Interactive read aloud)	R.PK4.2 With prompting and support retell familiar stories.
Cluster 2: Craft and Structure	R.PK3.3 Independently select a story, turn pages and look at pictures or ask an adult to read a favorite story.	R.PK4.3 Interact with a variety of texts independently and during read alouds.
	R.PK3.4 Recognize that two books share a common element (ie. characters, author/illustrator, theme/subject) (e.g., Child finds two books and says “Look David is in both stories.”)	R.PK4.4 Show understanding of the role of authors and illustrators with support. (e.g. child can tell authors write words when asked what authors do.)
Cluster 3: Integration and Knowledge of Ideas	R.PK3.5 With prompting and support, make connections between text and self.	R.PK4.5 Make connections between text and self.
Strand: PreK 3 and PreK 4 Reading Standards for Foundational Skills (RF)
Cluster 1: Print Concepts	RF.PK3.1 Demonstrate understanding that print carries a message and can be spoken.	RF.PK4.1Can identify basic features of print (letters vs. numbers, letter vs. word, left to right directionality) when asked (e.g. Where is the letter? Circle a word)
	RF.PK3.2 Demonstrate understanding of basic book handling and care.	RF.PK4.2 Demonstrate an understanding of basic features of books. (i.e cover, author/illustrator, title)
	RF.PK3.3 Participate in reciting familiar words or phrases in favorite text while reading with adult.	RF.PK4.3 Pretend to read using some familiar words from the text.
Cluster 2: Fluency	RF.PK3.4 Pretend to read a familiar book by looking at pictures and describing what is seen.	RF.PK4.4 Pretend to read familiar texts, by pointing to text on a page, using language that matches the text and using reading-like intonation. (e.g. Points to words and says in an angry voice, "No David! Go to your room!")
	RF.PK3.5 Recognize a few letters in own name, especially the first letter.	RF.PK4.5 Recognize and name a minimum of 12 upper-case letters.
Cluster 3: Phonological Awareness	RF.PK3.6 Fill in the missing rhyming word in a familiar rhyme.	RF.PK4.6 Given a choice of 3 or 4 words, can identify which words rhyme.
	RF.PK3.7 Sing songs and recite rhymes and refrains with repeating initial sounds.	RF.PK4.7 Decide whether two words begin the same.
	RF.PK3.8 Match environmental sounds to objects or pictures. (e.g. animals, vehicles)	RF.PK4.8 Identify the sound of 4 or more letters.
Strand: PreK 3 and PreK 4 Reading Standards for Writing (W)
	W.PK3.1 Begin to write using mock letters or letter like forms.	W.PK4.1 Write first name with letters in correct sequence.
	W.PK3.2 Draw or construct to represent thoughts or ideas.	W.PK4.2 Use both drawing and writing to convey a message.The writing might include scribbles or letter like symbols.
	W.PK3.3 Pretend to write words using scribbles that have a pattern (e.g. zig-zag lines), mock letters or letter-like forms.	W.PK4.3 Use letter strings or early invented spelling to represent words (e.g. writes some letters to represent a word but letters may be missing or out of order, uses one letter to represent a whole word).
Strand: PreK 3 and PreK 4 Reading Standards for Speaking and Listening (SL) (includes foundation for Language Strand which is a separate domain for K-8)
Cluster 1: Comprehension and Receptive Language	SL.PK3.1 Initiate and engage in back and forth exchanges with another person.	SL.PK4.1 Engage in conversation with peers and adults in small and large groups, by making comments or asking questions about the topic.
	SL.PK3.2 Show understanding of simple questions (yes/no, what) and directions in a familiar context.	SL.PK4.2 Respond to complex questions (who, where, why, how), statements, stories, and multi-step (2-3) directions.
Cluster 2: Pragmatics	SL.PK3.3 Use verbal and non-verbal social rules when communicating with others, may need reminders or prompting. (eye contact, volume, pauses/not interrupting)	SL.PK.4.3 Show understanding of meaning by responding/reacting appropriately to body language, gestures, facial expressions and words.
	SL.PK3.4 Use language to get basic needs met	SL.PK4.4 Use language for a variety of functions (get help, gain understanding, communicating information)
	SL.PK3.5 Respond to name by stopping and looking toward the speaker.	SL.PK4.5 Show understanding of meaning by responding/reacting appropriately to body language, gestures, facial expressions and words.
Cluster 3: Expressive Language	SL.PK3.6 Make simple statements about recent events and familiar people and objects that are not present.	SL.PK4.6 Tell simple stories about other times, places, or events in their own lives.
	SL.PK3.7 Speaks using three to four word sentences and is understood by familiar listeners.	SL.PK4.7 Speaks clearly using four to six word sentences.
Cluster 4: Vocabulary	SL.PK3.8 Expand vocabulary with describing words, action words and objects.	SL.PK4.8 Use increasingly complex and varied vocabulary in everyday conversation.

Manchester Academic Standards-ELA: K–5

Literature

Strand: K-5 Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.5.1	Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.1.1	Ask and answer questions about key details in a text.
RL.K.1	With prompting and support, ask and answer questions about key details in a text.

Strand: Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.5.2a	Determine a theme, big idea, moral, central message and lesson of a story, drama or poem from details in the text including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
RL.5.2b	Summarize the text without personal opinions.
RL.4.2	Determine a theme, central message, moral or big idea of a story, drama, or poem from details in the text; summarize the text.
RL.3.2	Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.2.2	Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.1.2	Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.K.2	With prompting and support, retell familiar stories, including key details, (beginning, middle, end).

Strand: Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.5.3	Compare and contrast two or more characters, settings, or plots in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RL.4.3	Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.3.3	Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.2.3	Describe how characters in a story respond to major events and challenges.
RL.1.3	Describe characters, settings, and major events in a story, using key details.
RL.K.3	With prompting and support, identify characters, settings, and major events in a story, (who, what, where, when, why).

Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Standard for Reading 4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.5.4	Determine the meaning of words and phrases as they are used in a text, including figurative language ( metaphors, personifications, idioms, alliterations, onomatopoeias, and similes).
RL.4.4	Determine the meaning of words, similes, metaphors, and phrases as they are used in a text
RL.3.4	Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
RL.2.4	Identify the use of rhythm, rhyme, and alliteration and how they supply meaning.
RL.1.4	Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.K.4	Predict the meaning of a new word from its context when listening to a text being read aloud.
RL.K.4a	With prompting use new words acquired by listening to literary or informational texts read aloud.

Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Anchor Standard for Reading 5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.5.5	Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.4.5	Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.3.5	Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.2.5	Describe the overall structure of a story, including describing the beginning , middle, end, problem and solution.
RL.1.5	Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RL.K.5	Recognize common types of texts (e.g., storybooks, poems) and distinguish fantasy from realism.

Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Anchor Standard for Reading 6	Assess how point of view or purpose shapes the content and style of a text.
RL.5.6	Describe how a narrator’s or speaker’s point of view influences how events are described.
RL.4.6	Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.3.6	Distinguish their own point of view from that of the narrator or those of the characters.
RL.2.6	Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.1.6	Identify who is telling the story at various points in a text.
RL.K.6	With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Strand: Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (See also “research to build and present knowledge” in writing and “comprehension and collaboration” in speaking and listening for related standards.)
RL.5.7	Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
RL.4.7	Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
RL.3.7	Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.2.7	Use details from illustrations to contribute to text interpretation.
RL.1.7	Use illustrations and details in a story to describe its characters, setting, or events.
RL.K.7	With prompting and support, develop understanding of relationships between illustrations and texts (e.g., Why do you think ___? How can you tell ___? How do you know ___?)

Strand: Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (NA to literature).

Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.5.9	Compare and contrast stories in the same genre on their approaches to similar themes and topics.
RL.4.9	Compare and contrast the treatment of similar themes and topics and patterns of events in various literature and genres.
RL.3.9	Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.2.9	Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.1.9	Compare and contrast the adventures and experiences of characters in stories.
RL.K.9	With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Strand: Reading Standards for Literature (RL)
Cluster 4: Range of Reading and Level of Text Complexity
Anchor Standard for Reading 10	Read and comprehend complex literary and informational texts independently and proficiently.
RL.5.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade 5 text complexity independently and proficiently.
RL.4.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grade 4 text complexity, with scaffolding as needed at the high end of the range.
RL.3.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade 3 text complexity independently and proficiently.
RL.2.10	By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2 text complexity proficiently, with scaffolding as needed at the high end of the range.
RL.1.10	With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.K.10	With prompting and support participate in group reading activities with purpose and understanding.

Manchester Academic Standards-ELA: K–5

Informational Text

Strand: K-5 Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.5.1	Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.1.1	Ask and answer questions about key details in a text.
RI.K.1	With prompting and support, ask and answer questions about key details in a text.

Strand: Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.5.2	Determine the main ideas of two or more texts and explain how they are supported by key details; summarize the text without personal opinion.
RI.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.3.2	Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.2.2	Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.1.2	Identify the main topic and retell key details of a text.
RI.K.2	With prompting and support, identify the main topic and retell key details of a text.

Strand: Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.5.3	Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.4.3	Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.3.3	Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.2.3	A. Describe how events in history are connected in a text. B. Describe scientific ideas after reading a text. C. Follow steps in a technical procedure.
RI.1.3	Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.3	With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standards for Reading 4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
RI.5.4	Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.4.4	Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.3.4	Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.2.4	Use context to determine word and sentence meanings.
RI.1.4	Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.K.4	With prompting and support, ask and answer questions about unknown words in a text.

Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standard for Reading 5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.5.5	Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.4.5	Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.3.5	Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.2.5	Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.1.5	Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.K.5	Identify textual and graphic features of a nonfiction text (e.g., title, author, table of contents, illustrations, and index).

Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standard for Reading 6	Assess how point of view or purpose shapes the content and style of a text.
RI.5.6	Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.4.6	Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI.3.6	Distinguish their own point of view from that of the author of a text.
RI.2.6	Use knowledge of the author’s purpose(s) to add to comprehension of informational text.
RI.1.6	Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.K.6	Name the author and illustrator and/or photographer of a text and define the role of each in presenting the ideas or information in a text.

Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI.5.7	Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.
RI.4.7	Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.3.7	Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.2.7	Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.1.7	Use the illustrations and details in a text to describe its key ideas.
RI.K.7	Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.5.8	Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.4.8	Explain how an author uses reasons and evidence to support particular points in a text.
RI.3.8	Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.2.8	Describe how reasons support specific points the author makes in a text.
RI.1.8	Identify the reasons an author gives to support points in a text.
RI.K.8	Identify the author’s purpose in a nonfiction text.

Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.5.9	Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.9	Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.3.9	Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.2.9	Compare and contrast the most important points presented by two texts on the same topic.
RI.1.9	Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.K.9	With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Strand: Reading Standards for Informational Text (RI)
Cluster 4: Range of Reading and Level of Text Complexity
Anchor Standard for Reading 10	Read and comprehend complex literary and informational texts independently and proficiently.
RI.5.10	By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 5 text complexity independently and proficiently.
RI.4.10	By the end of year, read and comprehend informational texts, including history/social studies, science, and technical text proficiently at 4th grade text complexity, with scaffolding as needed at the high end of the text.
RI.3.10	By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 3 text complexity independently and proficiently.
RI.2.10	By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 text complexity proficiently, with scaffolding as needed at the high end of the range.
RI.1.10	With prompting and support, read informational texts appropriately complex for grade 1.
RI.K.10	Actively engage in group reading activities with purpose and understanding.

Manchester Academic Standards-ELA: K–5

Foundational Skills

Strand: K-5 Reading Standards: Foundational Skills (RF)
Cluster 1: Print Concepts
Grade 5	NA
Grade 4	NA
Grade 3	NA
RF.2.1	Demonstrate understanding of text into paragraphs. Recognizing indentation to signal the start of a new paragraph.
RF.1.1	Demonstrate understanding of the organization and basic features of print.
RF.1.1a	Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.K.1	Demonstrate understanding of the organization and basic features of print.
RF.K.1a	Follow words from left to right, top to bottom, and page by page.
RF.K.1b	Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1c	Understand that words are separated by spaces in print.
RF.K.1d	Recognize and name all upper- and lowercase letters of the alphabet.
Strand: Reading Standards: Foundational Skills (RF)
Cluster 2: Phonological Awareness
Grade 5	NA
Grade 4	NA
Grade 3	NA
Grade 2	NA
RF.1.2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2a	Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2b	Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2c	Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2d	Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.K.2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2a	Recognize and produce rhyming words.
RF.K.2b	Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2c	Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d	Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC words.
RF.K.2e	Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Strand: Reading Standards: Foundational Skills (RF)
Cluster 3: Phonics and Word Recognition
RF.5.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3a	Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.4.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3a	Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.3.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a	Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b	Decode words with common Latin suffixes.
RF.3.3c	Decode multi-syllable words.
RF.3.3d	Recognize and read grade-appropriate irregularly spelled words and high frequency words.
RF.2.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a	Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3b	Know spelling-sound correspondences for additional common vowel teams.
RF.2.3c	Decode regularly spelled two-syllable words with long vowels.
RF.2.3d	Decode words with common prefixes and suffixes.
RF.2.3e	Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3f	Recognize and read grade-appropriate irregularly spelled words and high frequency words.
RF.1.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3a	Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3b	Decode regularly spelled one-syllable words, compound words, and grade level multi-syllabic words..
RF.1.3c	Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3d	Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e	Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3f	Read words with inflectional endings.
RF.1.3g	Recognize and read grade-appropriate irregularly spelled words and high frequency words.
RF.K.3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3a	Produce and write a letter or letters for most consonant sounds.
RF.K.3b	Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3c	Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3d	Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3e	With prompting and support identify, name and produce the sounds of common digraphs (e.g., th, wh, sh, ch).
RF.K.3f	Use letter-sound knowledge to write simple messages and words, which accurately represent predominant sounds in sequence.
Strand: Reading Standards: Foundational Skills (RF)
Cluster 4: Fluency
RF.5.4	Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a	Read grade-level text with purpose and understanding.
RF.5.4b	Read grade-level prose and poetry orally with accuracy, appropriate rate, pausing, phrasing, stress and expression on successive readings.
RF.5.4c	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.4.4	Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a	Read grade-level text with purpose and understanding.
RF.4.4b	Read grade-level prose and poetry orally with accuracy, appropriate rate, pausing, phrasing, stress and expression on successive readings.
RF.4.4c	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4	Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a	Read grade-level text with purpose and understanding.
RF.3.4b	Read grade-level prose and poetry orally with accuracy, appropriate rate, pausing, phrasing, stress and expression on successive readings.
RF.3.4c	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4	Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a	Read grade-level text with purpose and understanding.
RF.2.4b	Read grade-level text orally with accuracy, appropriate rate, pausing, phrasing, stress, and expression on successive readings.
RF.2.4c	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.4	Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a	Read grade-level text with purpose and understanding.
RF.1.4b	Read grade-level text orally with accuracy, appropriate rate, pausing, phrasing, stress, and expression on successive readings.
RF.1.4c	Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.K.4	Read grade appropriate texts with purpose and understanding.

Manchester Academic Standards-ELA: K–5

Writing

Strand: K-5 Writing Standards (W)
Cluster 1: Text Types and Purposes
Anchor Standard for Writing 1	Write a persuasive piece to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.5.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.1a	Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
W.5.1b	Provide logically ordered reasons that are supported by facts and details.
W.5.1c	Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.1d	Provide a concluding statement or section related to the opinion presented.
W.4.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1a	Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
W.4.1b	Provide reasons that are supported by facts and details.
W.4.1c	Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1d	Provide a concluding statement or section related to the opinion presented.
W.3.1	Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a	Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b	Provide reasons that support the opinion.
W.3.1c	Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1d	Provide a concluding statement or section
W.2.1	Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.1	Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.K.1	With prompting and support, use a combination of drawing, dictating, and writing to state an opinion or preference about the topic or book and supply a reason (e.g., My favorite book is . . .because...).
Strand: Writing Standards (W)
Cluster 1: Text Types and Purposes
Anchor Standard for Writing 2	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.5.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2a	Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2b	Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2c	Connect ideas within and across categories of information using transition words, phrases, and clauses (e.g., in contrast, especially)
W.5.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2e	Provide a concluding statement or section related to the information or explanation presented.
W.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2a	Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.4.2b	Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2c	Connect ideas within categories of information using transition words and phrases (e.g., another, for example, also, because).
W.4.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.2e	Provide a concluding statement or section related to the information or explanation presented.
W.3.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a	Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b	Develop the topic with facts, definitions, and details.
W.3.2c	Use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2d	Provide a concluding statement or section.
W.2.2	Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.1.2	Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.K.2	With prompting and support, use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Strand: Writing Standards (W)
Cluster 1. Text Types and Purposes
Anchor Standard for Writing 3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.5.3	Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a	Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b	Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3c	Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d	Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e	Provide a conclusion that follows from the narrated experiences or events.
W.4.3	Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3a	Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.4.3b	Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.4.3c	Use a variety of transitional words and phrases to clearly show the sequence of events.
W.4.3d	Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.4.3e	Provide a conclusion that follows from the narrated experiences or events.
W.3.3	Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3a	Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b	Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3c	Use temporal words and phrases to signal event order.
W.3.3d	Provide a sense of closure.
W.2.3	Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.1.3	Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.K.3	With prompting and support, use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, and tell about the events in the order in which they occurred.
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
Anchor Standard for Writing 4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.4.4	Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.3.4	With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade-specific expectations for writing types are defined in standards 1-3 above).
Grade 2	Begins in grade 3
Grade 1	Begins in grade 3
Kindergarten	Begins in grade 3
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
Anchor Standard for Writing 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
W.4.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
W.3.5	With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)
W.2.5	Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
W.1.5	With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.K.5	With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
Anchor Standard for Writing 6	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.5.6	With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.4.6	With some guidance and support from adults, use technology, including the internet, to produce and publish writing, as well as to demonstrate sufficient command of keyboarding skills to to type a minimum of one page in a single sitting.
W.3.6	With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.2.6	With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.6	With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.K.6	With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Strand: Writing Standards (W)
Cluster 3: Research to Build and Present Knowledge
Anchor Standard for Writing 7	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.5.7	Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.4.7	Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.3.7	Conduct short research projects that build knowledge about a topic.
W.2.7	Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.1.7	Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
W.K.7	Participate in shared research and writing projects.
Strand: Writing Standard (W)
Cluster 3: Research to Build and Present Knowledge
Anchor Standard for Writing 8	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.5.8	Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.4.8	Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
W.3.8	Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.2.8	Recall information from experiences or gather information from provided sources to answer a question.
W.1.8	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.8	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Strand: Writing Standard (W)
Cluster 3: Research to Build and Present Knowledge
Anchor Standard for Writing 9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9a	Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
W.5.9b	Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
W.4.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.9a	Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9b	Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Grade 3	Begins in grade 4
Grade 2	Begins in grade 4
Grade 1	Begins in grade 4
Kindergarten	Begins in grade 4
Strand: Writing Standards (W)
Cluster 4: Range of Writing
Anchor Standard for Writing 10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.5.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.4.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.3.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 2	Write routinely over extended time frames (time for drafting, revising and editing) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 1	Write routinely over extended time frames (time for drafting, revising and editing) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Kindergarten	Write routinely over extended time frames to build stamina.

Manchester Academic Standards-ELA: K–5

Speaking and Listening

Strand: K-5 Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
Anchor Standard for Speaking and Listening 1	Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.5.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1a	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b	Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c	Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d	Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.4.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1a	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b	Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c	Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.1d	Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.3.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1a	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b	Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c	Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d	Explain their own ideas and understanding in light of the discussion.
SL.2.1	Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.1a	Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.2.1b	Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.1c	Ask for clarification and further explanation as needed about the topics and texts under discussion.
SL.1.1	Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a	Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1b	Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1c	Ask questions to clear up any confusion about the topics and texts under discussion.
SL.K.1	Participate in conversations with peers and adults in large and small groups.
SL.K.1a	Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1b	Continue a conversation by adding own words and thoughts.
SL.K.1c	With guidance and support, students will ask questions to clear up any confusion about the topics and texts under discussion.
Strand: Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
Anchor Standard for Speaking and Listening 2	Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.2	Understand and think critically about a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.2	Evaluate and analyze portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.2	Identify the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.2.2	Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.1.2	Notice and ask questions about key details in a text read aloud or information presented orally or through other media.
SL.K.2	With guidance and support, confirm understanding from a read aloud or media presentation by summarizing main facts, answering questions or asking for needed clarification.
Strand: Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
Anchor Standard for Speaking and Listening 3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.5.3	Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence.
SL.4.3	Identify the reasons and evidence a speaker or media source provides to support particular points.
SL.3.3	Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.2.3	Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL.1.3	Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.K.3	Ask and answer questions about what a speaker says in order to seek help, get information or clarify something that is not understood.
Strand: Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
Anchor Standard for Speaking and Listening 4	Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.5.4	Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace with eye contact.
SL.4.4	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 at an understandable pace.
SL.3.4	Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.2.4	Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.1.4	Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.K.4	Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Strand: Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
Anchor Standard for Speaking and Listening 5	Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.5.5	Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.4.5	Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.3.5	Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.2.5	Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
SL.1.5	Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.K.5	When speaking, add visual displays to provide additional detail.
Strand: Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
Anchor Standard for Speaking and Listening 6	Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate
SL.5.6	Adapt speech to a variety of contexts and tasks, using formal conventions when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)
SL.4.6	Differentiate between contexts that call for formal and informal english conventions. Demonstrate the use of specific language for different kinds of presentations. (See grade 4 Language standards 1 and 3 for specific expectations.)
SL.3.6	Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
SL.2.6	Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)
SL.1.6	Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 for specific expectations.)
SL.K.6	With prompting and support, speak audibly in complete sentences expressing thoughts, feelings, and ideas appropriately. (See Kindergarten Language standard 1 for specific expectations.)

Manchester Academic Standards-ELA: K–5

Language

Strand: K-5 Language Standards (L)
Cluster 1: Conventions of Standard English
Anchor Standard for Language 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1a	Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1b	Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1c	Use verb tense to convey various times, sequences, states, and conditions.
L.5.1d	Recognize and correct inappropriate shifts in verb tense.*
L.5.1e	Use correlative conjunctions (e.g., either/or, neither/nor).
L.4.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1a	Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1b	Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1c	Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1d	Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1e	Form and use prepositional phrases.
L.4.1f	Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g	Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.3.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a	Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b	Form and use regular and irregular plural nouns.
L.3.1c	Use abstract nouns (e.g., childhood).
L.3.1d	Form and use regular and irregular verbs.
L.3.1e	Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f	Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g	Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h	Use coordinating and subordinating conjunctions.
L.3.1i	Produce simple, compound, and complex sentences.
L.3.1j	Writes legibly in cursive.
L.2.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1a	Use collective nouns (e.g., group).
L.2.1b	Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1c	Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d	Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1e	Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.1f	Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
L.2.1.g	Write legibly. Leaving space between letters in a word, words in a sentence, and words and the edges of the paper.
L.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1a	Print all upper- and lowercase letters using proper letter formation, spacing, grip, and posture.
L.1.1b	Use common, proper, and possessive nouns.
L.1.1c	Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1d	Use personal possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1e	Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.1.1f	Use frequently occurring adjectives.
L.1.1g	Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1h	Use determiners (e.g., articles, demonstratives).
L.1.1i	Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1j	Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.K.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1a	Print many upper- and lowercase letters using correct formation.
L.K.1b	Use frequently occurring nouns and verbs.
L.K.1c	Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1d	Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1e	Use the most frequently occurring prepositions and pronouns (e.g., to, from, in, out, on, off, for, of, by, with, she, he).
L.K.1f	Produce and expand complete sentences in shared language activities.
Strand: Language Standards (L)
Cluster 1: Conventions of Standard English
Anchor Standard for Language 2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2a	Use punctuation to separate items in a series.
L.5.2b	Use a comma to separate an introductory element from the rest of the sentence.
L.5.2c	Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of a sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)
L.5.2d	Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e	Spell grade-appropriate words correctly, consulting references as needed.
L.4.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2a	Use correct capitalization.
L.4.2b	Use commas and quotation marks to mark direct speech and quotation from a text.
L.4.2c	Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d	Spell grade-appropriate words correctly, consulting references as needed.
L.3.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a	Capitalize appropriate words in titles.
L.3.2b	Use commas in addresses.
L.3.2c	Use commas and quotation marks in dialogue.
L.3.2d	Form and use possessives.
L.3.2e	Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness.)
L.3.2f	Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2g	Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2.2a	Capitalize all proper nouns.
L.2.2b	Use commas in greetings and closings of letters.
L.2.2c	Use an apostrophe to form contractions and frequently occurring possessives.
L.2.2d	Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy ->boil)
L.2.2e	Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
L.1.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2a	Capitalize dates and names of people.
L.1.2b	Use end punctuation for sentences.
L.1.2c	Use commas in dates and to separate single words in a sentence.
L.1.2d	Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2e	Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.K.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2a	Capitalize the first word in a sentence and the pronoun I.
L.K.2b	Recognize, name, and use appropriate end punctuation.
L.K.2c	Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2d	Spell simple words phonetically.
Strand: Language Standards (L)
Cluster 2: Knowledge of Language
Anchor Standard for Language 3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.5.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3a	Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3b	Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.4.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3a	Choose words and phrases to convey ideas precisely.
L.4.3b	Choose punctuation for effect.
L.4.3c	Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.3.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a	Choose words and phrases for effect.
L.3.3b	Recognize and observe differences between the conventions of spoken and written English.
L.2.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3a	Compare formal and informal uses of English.
Grade 1	Begins in grade 2
Kindergarten	Begins in grade 2
Strand: Language Standards (L)
Cluster 3: Vocabulary Acquisition and Use
Anchor Standard for Language 4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.5.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a	Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4b	Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4c	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4a	Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b	Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L.4.4c	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.3.4	Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a	Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b	Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4c	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d	Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.2.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a	Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b	Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c	Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4d	Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4e	Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words or phrases.
L.1.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4a	Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4b	Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4c	Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.K.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4a	Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4b	With support, understand the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Strand: Language Standards (L)
Cluster 3: Vocabulary Acquisition and Use
Anchor Standard for Language 5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5a	Interpret figurative language, including similes and metaphors, in context.
L.5.5b	Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5c	Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.4.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5a	Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.5b	Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5c	Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
L.3.5	Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5a	Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5b	Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5c	Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.2.5	Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a	Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b	Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.1.5	With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5a	Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5b	Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5c	Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d	Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.K.5	With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5a	Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.5b	Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5c	Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5d	Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings

Strand: Language Standards (L)
Cluster 3: Vocabulary Acquisition and Use
Anchor Standard for Language 6	Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
L.5.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
L.4.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
L.3.6	Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
L.2.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
L.1.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
L.K.6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Manchester Academic Standards-ELA: 6–8

Literature

Strand: 6-8 Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.8.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Strand: Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.8.2	Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.7.2	Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.6.2	Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Strand: Reading Standards for Literature (RL)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.8.3	Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.7.3	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.6.3	Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Anchor Standard for Reading 4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
RL.8.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.7.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.6.4	Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Anchor Standard for Reading 5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.8.5	Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
RL.7.5	Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.6.5	Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Strand: Reading Standards for Literature (RL)
Cluster 2: Craft and Structure
Anchor Standard for Reading 6	Assess how point of view or purpose shapes the content and style of a text.
RL.8.6	Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.7.6	Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.6.6	Explain how an author develops the point of view of the narrator or speaker in a text.
Strand: Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (See also “research to build and present knowledge” in writing and “comprehension and collaboration” in speaking and listening for related standards.)
RL.8.7	Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
RL.7.7	Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
RL.6.7	Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Strand: Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (NA to literature).
Strand: Reading Standards for Literature (RL)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.8.9	Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.7.9	Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
RL.6.9	Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Strand: Reading Standards for Literature (RL)
Cluster 4: Range of Reading and Level of Text Complexity
Anchor Standard for Reading 10	Read and comprehend complex literary and informational texts independently and proficiently.
RL.8.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RL.7.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.6.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Manchester Academic Standards-ELA: 6–8

Informational Text

Strand: 6-8 Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 1	Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.8.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Strand: Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.8.2	Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.7.2	Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.6.2	Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Strand: Reading Standards for Informational Text (RI)
Cluster 1: Key Ideas and Details
Anchor Standard for Reading 3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.8.3	Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.7.3	Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.6.3	Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standard for Reading 4	Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
RI.8.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.7.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.6.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standard for Reading 5	Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.8.5	Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.7.5	Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.6.5	Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Strand: Reading Standards for Informational Text (RI)
Cluster 2: Craft and Structure
Anchor Standard for Reading 6	Assess how point of view or purpose shapes the content and style of a text.
RI.8.6	Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.7.6	Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI.6.6	Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 7	Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RI. 8.7	Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.7.7	Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
RI.6.7	Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 8	Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.8.8	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.7.8	Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.6.8	Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Strand: Reading Standards for Informational Text (RI)
Cluster 3: Integration of Knowledge and Ideas
Anchor Standard for Reading 9	Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.8.9	Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RI.7.9	Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
RI.6.9	Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Strand: Reading Standards for Informational Text (RI)
Cluster 4: Range of Reading and Level of Text Complexity
Anchor Standard for Reading 10	Read and comprehend complex literary and informational texts independently and proficiently.
RI.8.10	By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
RI.7.10	By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.6.10	By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Manchester Academic Standards-ELA: 6–8

Writing

Strand: 6-8 Writing Standards (W)
Cluster 1: Text Types and Purposes
Anchor Standard for Writing 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.8.1	Write arguments to support claims with clear reasons and relevant evidence.
W.8.1a	Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1b	Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.1c	Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1d	Establish and maintain a formal style.
W.8.1e	Provide a concluding statement or section that follows from and supports the argument presented.
W.7.1	Write arguments to support claims with clear reasons and relevant evidence.
W.7.1a	Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1b	Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1c	Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1d	Establish and maintain a formal style.
W.7.1e	Provide a concluding statement or section that follows from and supports the argument presented.
W.6.1	Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a	Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1b	Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1c	Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1d	Establish and maintain a formal style.
W.6.1e	Provide a concluding statement or section that follows from the argument presented.
Strand: Writing Standards
Cluster 1: Text Types and Purposes
CCR Anchor Standard for Writing 2	Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2b	Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2c	Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2e	Establish and maintain a formal style.
W.8.2f	Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.2b	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2c	Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2e	Establish and maintain a formal style.
W.7.2f	Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.6.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.2a	Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2b	Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2c	Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2d	Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2e	Establish and maintain a formal style.
W.6.2f	Provide a concluding statement or section that follows from the information or explanation presented.
Strand: Writing Standards (W)
Cluster 1: Text Types and Purposes
CCR Anchor Standard for Writing 3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.8.3	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.8.3a	Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3b	Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3c	Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3d	Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.8.3e	Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.3	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3a	Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3b	Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3c	Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.3d	Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.3e	Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.6.3	Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3a	Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3b	Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.6.3c	Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.6.3d	Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W.6.3e	Provide a conclusion that follows from the narrated experiences or events.
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
CCR Anchor Standard for Writing 4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.7.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.6.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
CCR Anchor Standard for Writing 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.8.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.6.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Strand: Writing Standards (W)
Cluster 2: Production and Distribution of Writing
CCR Anchor Standard for Writing 6	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.7.6	Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.6.6	Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Strand: Writing Standards (W)
Cluster 3: Research to Build and Present Knowledge
CCR Anchor Standard for Writing 7	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.7.7	Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.6.7	Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Strand: Writing Standard (W)
Cluster 3: Research to Build and Present Knowledge
CCR Anchor Standard for Writing 8	Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.8.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.7.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.6.8	Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Strand: Writing Standard (W)
Cluster 3: Research to Build and Present Knowledge
CCR Anchor Standard for Writing 9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9a	Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
W.8.9b	Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
W.7.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9a	Apply grade 7 Reading standards to literature (e.g. “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
W.7.9b	Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
W.6.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9a	Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9b	Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Strand: Writing Standards (W)
Cluster 4: Range of Writing
CCR Anchor Standard for Writing 10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.8.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.7.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.6.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Manchester Academic Standards-ELA: 6–8

Speaking and Listening

Strand: 6-8 Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
CCR Anchor Standard for Speaking and Listening 1	Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.8.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.8.1a	Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.8.1b	Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c	Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d	Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
SL.7.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1a	Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1b	Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1c	Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d	Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.6.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1a	Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1b	Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.1c	Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.6.1d	Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Strand: Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
CCR Anchor Standard for Speaking and Listening 2	Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.8.2	Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SL.7.2	Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.6.2	Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Strand: Speaking and Listening Standards (SL)
Cluster 1: Comprehension and Collaboration
CCR Anchor Standard for Speaking and Listening 3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.8.3	Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.7.3	Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
SL.6.3	Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Strand: Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
CCR Anchor Standard for Speaking and Listening 4	Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.8.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.4	Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
CCR Anchor Standard for Speaking and Listening 5	Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.7.5	Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.6.5	Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Strand: Speaking and Listening Standards (SL)
Cluster 2: Presentation of Knowledge and Ideas
CCR Anchor Standard for Speaking and Listening 6	Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate
SL.8.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
SL.7.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
SL.6.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Manchester Academic Standards-ELA: 6–8

Language

Strand: 6-8 Language Standards (L)
Cluster 1: Conventions of Standard English
CCR Anchor Standard for Language 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.1a	Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b	Form and use verbs in the active and passive voice.
L.8.1c	Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1d	Recognize and correct inappropriate shifts in verb voice and mood.
L.7.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1a	Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1b	Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1c	Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.6.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1a	Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1b	Use intensive pronouns (e.g., myself, ourselves).
L.6.1c	Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d	Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e	Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Strand: Language Standards (L)
Cluster 1: Conventions of Standard English
CCR Anchor Standard for Language 2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.2a	Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b	Use an ellipsis to indicate an omission.
L.8.2c	Spell correctly.
L.7.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2a	Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2b	Spell correctly.

L.6.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2a	Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.2b	Spell correctly.
Strand: Language Standards (L)
Cluster 2: Knowledge of Language
CCR Anchor Standard for Language 3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.8.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.3a	Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
L.7.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3a	Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.6.3	Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3a	Vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3b	Maintain consistency in style and tone.
Strand: Language Standards (L)
Cluster 3: Vocabulary Acquisition and Use
CCR Anchor Standard for Language 4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.8.4	Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4a	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.8.4b	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
L.8.4c	Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4d	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4a	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4b	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4c	Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4d	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4b	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4c	Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.6.4d	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Strand: Language Standards (L)
Cluster 3: Vocabulary Acquisition and Use
CCR Anchor Standard for Language 5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5a	Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5b	Use the relationship between particular words to better understand each of the words.
L.8.5c	Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.7.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5a	Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5b	Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5c	Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.6.5	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5a	Interpret figures of speech (e.g., personification) in context.
L.6.5b	Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5c	Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Strand: Language Standards
Cluster 3: Vocabulary Acquisition and Use
CCR Anchor Standard for Language 6	Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
L.8.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.7.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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