Professional Documents
Culture Documents
Reading
Listening
Nevada
Speaking
Expressive
Expressive
Writing
Gloria Dopf
State Deputy Superintendent of Public Instruction
Tracy Gruber
K-12 English Language Arts Consultant
Cindy Sharp
HSPE/CRT Consultant
ii
Table of Contents
Introduction .............................................................................................. iv Standard 5.0: Effective Writing ......................................................39
Reading and Understanding the Standards ............................................. .v Prewriting ...................................................................................39
Content Standards ................................................................................. vi Drafting.......................................................................................39
K - 12 Overview……………………………………………………………….viii Revising .....................................................................................41
Edit for Mechanics......................................................................43
Process Standards Edit for Usage of Words .............................................................45
Reading Process ............................................................................... 1 Edit for Sentence Structure ........................................................45
Writing Process ................................................................................. 2 Publishing...................................................................................47
Content Standards Standard 6.0: Types of Writing.......................................................49
Standard 1.0: Word Analysis............................................................ 3 Expository ..................................................................................49
Phonological Awareness .............................................................. 3 Narrative/Descriptive..................................................................51
Phonemic Awareness ................................................................... 3 Poetry.........................................................................................53
Phonics and Structural Analysis .................................................. 5 Responses to Literature .............................................................53
Vocabulary Development.............................................................. 7 Responses to Expository Text....................................................55
Fluency and Comprehension........................................................ 9 Persuasive .................................................................................55
Table of Contents
Standard 2.0: Reading Strategies .................................................. 11 Personal and Professional Communication ...............................57
Before Reading Strategies.......................................................... 11 Directions...................................................................................57
During Reading Strategies.......................................................... 11 Research....................................................................................59
After Reading Strategies.............................................................13 Standard 7.0: Listening...................................................................61
Standard 3.0: Literary Text .............................................................15 Message.....................................................................................61
Setting and Plot .........................................................................15 Content and Delivery..................................................................63
Characterization..........................................................................17 Vocabulary Development ...........................................................65
Theme.........................................................................................19 Language ...................................................................................65
Point of View...............................................................................19 Conversations and Group Discussions ......................................65
Language....................................................................................21 Standard 8.0: Speaking...................................................................69
Tone, Mood, and Irony................................................................21 Giving Directions ........................................................................69
Cultures and Time Periods .........................................................23 Language ...................................................................................69
Predictions ..................................................................................23 Presentations .............................................................................71
Responding to Text.....................................................................25 Group Discussions .....................................................................73
Standard 4.0: Expository Text……………………………… ............27 Phonology ………………………………………………………….. 75
Text Features ..............................................................................27
Language ....................................................................................29
Organizational and Structural Patterns .......................................31 Glossary............................................................................................77
Cultures and Times .....................................................................33 Acknowledgements ...........................................................................83
Responding to Text .....................................................................33
Predictions, Inferences, and Conclusions ...................................35
Directions....................................................................................37
iii
Introduction to the Nevada English Language Arts
The K-12 overviews on pages viii and ix outline student expectations with a
Standards snapshot of each grade level’s expectations so parents can easily monitor
their student’s progress.
To ensure that Nevada students can function proficiently in a global society,
they must become life-long learners with strong literacy skills. In Nevada, the The reading and writing process standards are located on pages 1 and 2
format for developing these skills is encompassed in the English Language Arts prior to the content standards to emphasize the importance of the skills
Standards which outline the developmental progression needed to read, write, taught across grade spans and content areas. Reading and writing are
speak, and listen at proficient levels. recursive processes and reflect increased complexity at each grade level.
These skills are positioned on facing pages to demonstrate to the reader the
Nevada teachers respond to these literacy needs by having students read and connections to reading and writing.
write daily. In addition, they monitor student learning and adjust instruction
based on assessments and standards. Nevada teachers use a variety of Content standards describe what students need to know and be able to do
instructional strategies and grade-appropriate materials aligned to the at each grade level. In Nevada, these content standards are considered the
standards and help students make connections between their academic and floor, not the ceiling, for student learning and performance. This document
Introduction
social lives through reading, writing, listening, and speaking. Nevada teachers serves as a framework to guide districts in creating their curriculum based on
view diversity as a strength and recognize its impact on student learning. the state standards. It is essential that the content standards are not
taught in isolation; rather, multiple standards are taught within a single
The Nevada English Language Arts Standards document clearly presents lesson ensuring teachers, students, and parents make the connections
descriptions and definitions to clarify student expectations across the state. between reading and writing to enhance performance. Some indicator
The Achievement Indicators, a companion document, should be accessed to language does not change from grade level to grade level as all skills are
further enhance this content document. The purpose of the Achievement grade-appropriate. Grade-appropriate in this document is determined by
Indicators is to describe and demonstrate “what it looks like” when students are length of text, vocabulary, sentence complexity, layers of meaning,
learning and completing the skills delineated within the content standards to complexity of concept, and percentage of text versus pictures. To allow
reflect the state testing achievement levels: emergent/developing, approaching, students to learn reading and writing skills, time and developmental
meeting, and exceeding standards. Each content standard grade level readiness must be reflected. To allow for this scaffolding, the term with
indicator has an accompanying narrative at each of the levels describing “what assistance is used to reflect: 1) that many skills require more than one year
it looks like” followed by examples of student work. for a student to become proficient, 2) that students are provided support from
teachers, peers, and other resources when appropriate, and/or 3) that these
Page v is a typical page in the Nevada English Language Arts Standards with skills are not state testable at this grade level.
accompanying definitions, language, and position of elements. According to
this page, a standard is the overall description of the learning objective, A glossary has been provided to establish a common vocabulary among all
strands are skill subsets that help define the standard, and indicators are the Nevada educators, students, and parents. This shared vocabulary provides
specific learning expectations at each grade level. a foundation for consistent practice across the state.
iv
The chart below represents a typical page in the Nevada English Language Arts Standards. This information is provided to assist in reading the document. Assessment coding is
provided with its corresponding standard. For example, the notation I/S found in the upper right-hand corner of the 3rd grade standard 3.3.2 indicates that this standard contains
Important knowledge and will be assessed at the State level. The notation E/I/S found in the upper right-hand corner of the 4th grade standard 3.4.2 indicates that this standard
contains Enduring and Important knowledge that will be assessed at the State level.
L = Nevada Academic Standards that are assessed at the local level ONLY.
S = Nevada Academic Standards that are assessed at the state and local levels.
Standard
At a minimum, students will maintain previously-learned skills and attain the following:
Content Standard K 1 2 3 4
3.0 Literary Text
Grade Level 3.K.2 I/L 3.1.2 I/L 3.2.2 I/L 3.3.2 I/S 3.4.2 E/I/S
Strand Number With assistance, With assistance, Describe physical Describe physical Describe physical
Indicator
Characterization
listen to, identify, identify and and personality and personality and personality
and describe describe physical traits. traits. traits.
physical traits. traits.
Strand
I/L I/L I/L I/S E/I/S
With assistance, With assistance, With assistance, Identify a lesson Explain a lesson
listen to, identify, identify and identify a lesson learned based on learned based on
and describe describe learned based on a a character’s a character’s
personality traits. personality traits. character’s actions. actions. actions.
Page
Number 17
v
Content Standard 1.0
Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
vi
Content Standard 5.0
Content Standards
Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and that are appropriate to audience and purpose.
Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in discussions to
offer information, clarify ideas, and support a position.
vii
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade
Kindergarten students begin the First grade students Second grade students decode Third grade students determine Fourth grade students
reading process as they develop demonstrate phonological unfamiliar words using structural the meaning of unfamiliar words determine the meaning of
phonological and phonemic awareness and phonemic analysis. While listening to, in text using their knowledge of unfamiliar words while reading
awareness. Environmental awareness. They demonstrate reading, and discussing a structural analysis. Students text using their knowledge of
print, sight words, and letter- the ability to decode words. variety of grade-appropriate expand their vocabulary and structural analysis. Students
sound relationships are used to While listening to and discussing text, students expand their use knowledge of words through expand their vocabulary and
read text. While listening to and a variety of grade-appropriate of reading strategies. They read context, word study, and various knowledge of words through
discussing a variety of grade- text, students begin to use fluently and comprehend text. resources. They read and context, word study, and various
appropriate text, students are reading strategies. They begin Students compose a variety of comprehend grade-appropriate resources. They read and
introduced to reading strategies. to read with fluency and to text and edit their written work. text with fluency and expand comprehend grade-appropriate
They listen to comprehend text comprehend text. They continue to develop writing their use of reading strategies text with fluency and expand
and build vocabulary. Students compose simple skills and may publish their and skills. their use of reading strategies
Students begin the writing sentences and begin to edit their work. Students begin to Students generate their own and skills.
process by drawing and/or writing. They continue to formulate and answer research ideas to compose paragraphs They use the writing process to
dictating basic text which they develop writing skills and share questions and record using the writing process. They compose essays and
share with others. their work with others. information. edit their written work. They compositions with an awareness
K-12 Overview
They participate in group Students participate in large and They participate in and continue to develop writing skills of audience and purpose.
discussions using turn taking to small group discussions to sometimes lead group and may publish their work. Students revise drafts and then
develop listening and speaking develop listening and speaking discussions with an emphasis Students formulate a topic, edit for mechanics, word usage,
skills. skills. on developing listening and conduct research, and record and sentence structure. They
speaking skills. information. formulate questions, research a
They participate in and topic, and write multi-paragraph
sometimes lead group papers to inform or persuade.
discussions with an emphasis Students also write summaries.
on developing listening and Students may publish their work.
speaking skills. They participate in and
sometimes lead group
discussions with an emphasis
on developing listening and
speaking skills.
viii
5th Grade 6th Grade 7th Grade 8th Grade 9th – 12th Grade
Fifth grade students determine the Sixth grade students expand Seventh grade students expand Eighth grade students enhance High school students enhance
meaning of unfamiliar words in text reading comprehension skills reading comprehension skills reading comprehension skills reading comprehension skills
using structural analysis. Students using structural analysis. using structural analysis. using structural analysis. using structural analysis.
expand their vocabulary and Students expand their Students expand their Students expand their Students expand their
knowledge of words through context, vocabulary and knowledge of vocabulary and knowledge of vocabulary and knowledge of vocabulary and knowledge of
word study, and multi-media words through context, word words through context, word words through context, word words through context, word
resources. They read and study, and multi-media study, and multi-media study, and multi-media study, and multi-media
comprehend grade-appropriate text resources. They read and resources. They read and resources. They read and resources. They read and
with fluency and expand their use of comprehend grade- comprehend grade- comprehend grade- comprehend grade-
reading strategies and skills across appropriate text with fluency appropriate text with fluency appropriate text with fluency appropriate text with fluency
content areas. and expand their use of reading and expand their use of reading and expand their use of reading and expand their use of reading
They use the writing process to strategies and skills across strategies and skills across strategies and skills across strategies and skills across
compose a variety of multi-paragraph content areas. content areas. content areas. content areas.
texts with an awareness of audience They use the writing process to They use the writing process to They use the writing process to They use the writing process to
and purpose. Students revise drafts compose a variety of multi- compose a variety of multi- compose a variety of multi- compose a variety of multi-
and then edit for mechanics, word paragraph texts with an paragraph texts with an paragraph texts with an paragraph texts with an
usage, and sentence structure. They awareness of audience and awareness of audience and awareness of audience and awareness of audience and
K-12 Overview
formulate questions, research a topic, purpose. Students revise drafts purpose. Students revise drafts purpose. Students revise drafts purpose. Students revise drafts
and write multi-paragraph text to and then edit for mechanics, and then edit for mechanics, and then edit for mechanics, and then edit for mechanics,
inform or persuade. Students also word usage, and sentence word usage, and sentence word usage, and sentence word usage, and sentence
write summaries. Students may structure. They formulate structure. They formulate structure. They formulate structure. They formulate
publish their work. questions, research a topic, and questions, research a topic, and questions, research a topic, and questions, research a topic, and
They participate in and sometimes write multi-paragraph text to write multi-paragraph text to write multi-paragraph text to write multi-paragraph text to
lead group discussions. Students inform or persuade. Students inform or persuade. Students inform or persuade. Students inform or persuade. Students
expand active listening skills and also write summaries. Students also write summaries. Students also write summaries. Students also write summaries. Students
demonstrate public speaking may publish their work. may publish their work. may publish their work. may publish their work.
techniques. They participate in and They participate in and They participate in and They participate in and
sometimes lead group sometimes lead group sometimes lead group sometimes lead group
discussions. Students expand discussions. Students expand discussions. Students expand discussions. Students expand
active listening skills and active listening skills and active listening skills and active listening skills and
demonstrate public speaking demonstrate public speaking demonstrate public speaking demonstrate public speaking
techniques. techniques. techniques. techniques.
ix
Nevada English Language Arts Standards Nevada English Language Arts Standards
Grades K-1 Reading Process: Delineates skills students need in order to learn to Grades 2 -12 Reading Process: Delineates skills students need in order
read and establishes the connection to writing. to be proficient readers and establishes the connection to writing. The
reading process includes explicitly taught metacognitive skills.
Learning to Read Reading to Learn
Grades K-1 Before Reading Grades 2-12
Understanding the Conventions of Print • Preview Text
• Directionality • Access Prior Knowledge
• Top-to-Bottom • Build Background Knowledge
• Concept of Word in Print • Set Purpose for Reading
• Make Predictions
Developing Sight Vocabulary • Determine Reading Rate
• Determine Text Type
K – 12 Reading Process
2
English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
1.K.1 I/L 1.1.1 I/L
Demonstrate phonological Demonstrate phonological
awareness of spoken words awareness of spoken words
Phonological Awareness
through through
• rhyming • rhyming
• concept of word • concept of word
• syllable awareness • syllable awareness
1.0 Word Analysis
3
English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
Phonological Awareness
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
1.K.3 I/L 1.1.3 I/L 1.2.3 I/L 1.3.3 I/S 1.4.3 I/S
Recognize and name upper With assistance, decode Decode words in text Decode words in text using Decode words in text using
and lower case letters of the words in text through through phonics and structural phonics and structural
alphabet. • short/long vowels • letter-sound analysis through analysis through
I/L • digraphs relationships • short/long vowels • base words
Identify letter-sound • blends • short/long vowels • digraphs • suffixes
relationships. • diphthongs • digraphs • diphthongs • prefixes
• word families • blends • base words • compound words
1.0 Word Analysis
5
English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
1.5.3 I/L 1.6.3 I/L 1.7.3 I/L 1.8.3 I/L 1.12.3 I/L
Decode unknown words in Decode unknown words in Decode unknown words in Decode unknown words in Decode unknown words in
text using structural analysis text using structural analysis text using structural analysis text using structural analysis text using structural analysis
through through through through through
• spelling patterns • spelling patterns • base words • base words • base words
• base words • base words • root words • root words • root words
• root words • root words • suffixes • suffixes • suffixes
6
Nevada English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
1.K.4 I/L 1.1.4 I/L 1.2.4 I/L 1.3.4 I/L 1.4.4 I/L
Comprehend vocabulary using Comprehend vocabulary Comprehend vocabulary using Comprehend, build, and extend Comprehend, build, and extend
• pictures using • homographs vocabulary using vocabulary using
• symbols • suffixes • homophones • syntax • syntax
• environmental print • synonyms • abbreviations • parts of speech • parts of speech
• antonyms • synonyms • homographs • homographs
• antonyms
I/L I/L I/L I/S I/S
With assistance, comprehend With assistance, With assistance, comprehend Comprehend, build, and extend Comprehend, build, and extend
vocabulary using comprehend vocabulary vocabulary using vocabulary using vocabulary using
1.0 Word Analysis
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
1.5.4 I/L 1.6.4 I/L 1.7.4 I/L 1.8.4 I/L 1.12.4 I/L
Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend Comprehend, build, and extend
vocabulary using vocabulary using vocabulary using vocabulary using vocabulary using
• homographs • homographs • homographs • homographs • homographs
• homophones • homophones • homophones • homophones • homophones
• syntax • syntax • syntax • syntax • syntax
• parts of speech • parts of speech • parts of speech • parts of speech • parts of speech
• synonyms • synonyms • synonyms • synonyms • synonyms
• antonyms • antonyms • antonyms • antonyms • antonyms
Vocabulary Development
• structural analysis • structural analysis • structural analysis • structural analysis • structural analysis
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
1.K.5 I/L 1.1.5 I/L 1.2.5 I/L 1.3.5 I/L 1.4.5 I/L
Identify high frequency Identify high frequency Apply knowledge of high Apply knowledge of high Apply knowledge of high
words to build fluency and words to build fluency and frequency words in text to frequency words in text to frequency words in text to
Fluency and Comprehension
comprehension. comprehension. build fluency and build fluency and build fluency and
comprehension. comprehension. comprehension.
9
English Language Arts Standards
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
1.5.5 I/L 1.6.5 1.7.5 1.8.5 1.12.5
Apply knowledge of high
frequency words in text to
10
Nevada English Language Arts Standards
Content Standard 2.0 Students use reading process skills and strategies to build comprehension.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
2.K.1 I/L 2.1.1 I/L 2.2.1 I/L 2.3.1 I/L 2.4.1 I/L
Demonstrate concept of Demonstrate concept of With assistance, use before Use before reading Select before reading
Before Reading Strategies
print. print. reading strategies based on strategies based on text and strategies appropriate to text
I/L I/L text and purpose to purpose to and purpose to
Demonstrate concept of Demonstrate concept of • preview text • preview text • preview text
word. word. • access prior • access prior • access prior
I/L I/L knowledge knowledge knowledge
Demonstrate voice-to-print Demonstrate voice-to-print • build background • build background • build background
2.0 Reading Strategies
2.K.2 I/L 2.1.2 I/L 2.2.2 I/L 2.3.2 I/L 2.4.2 I/L
With assistance, use during With assistance, use during With assistance, use during Use during reading Select during reading
reading strategies based on reading strategies based on reading strategies based on strategies based on text and strategies appropriate to text
During Reading Strategies
text and purpose to text and purpose to text and purpose to purpose to and purpose to
• make predictions • make predictions • use self-correcting • use self-correcting • use self-correcting
• identify key • identify key strategies strategies strategies
vocabulary vocabulary • make, confirm, and • make, confirm, and • make, confirm, and
• make inferences • make inferences revise predictions revise predictions revise predictions
• understand and use • understand and use • understand and use
key vocabulary key vocabulary key vocabulary
• identify main idea • identify main idea • identify main idea
and supporting and supporting and supporting
details details details
• make inferences • make inferences • make inferences
• adjust reading rate • adjust reading rate • adjust reading rate
• apply knowledge of • apply knowledge of • apply knowledge of
text type text type text type
11
Nevada English Language Arts Standards
Content Standard 2.0 Students use reading process skills and strategies to build comprehension.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
2.5.1 I/L 2.6.1 I/L 2.7.1 I/L 2.8.1 I/L 2.12.1 I/L
Select before reading Select before reading Select before reading Select before reading Select before reading
2.5.2 I/L 2.6.2 I/L 2.7.2 I/L 2.8.2 I/L 2.12.2 I/L
Select during reading Select during reading Select during reading Select during reading Select during reading
strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text
and purpose to and purpose to and purpose to and purpose to and purpose to
12
Nevada English Language Arts Standards
Content Standard 2.0 Students use reading process skills and strategies to build comprehension.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
2.K.3 I/L 2.1.3 I/L 2.2.3 I/L 2.3.3 I/L 2.4.3 I/L
With assistance, use after With assistance, use after With assistance, use after With assistance, select Select after reading
reading strategies based on reading strategies based on reading strategies based on after reading strategies strategies appropriate to text
After Reading Strategies
text and purpose to text and purpose to text and purpose to based on text and purpose to and purpose to
• orally recall details • orally recall details • recall details • recall details • recall details
• orally restate main • orally restate main • restate main ideas • restate main ideas • restate main ideas
ideas ideas • organize information • organize information • organize information
2.0 Reading Strategies
13
Nevada English Language Arts Standards
Content Standard 2.0 Students use reading process skills and strategies to build comprehension.
All indicators include both literary and expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
2.5.3 I/L 2.6.3 I/L 2.7.3 I/L 2.8.3 I/L 2.12.3 I/L
Select after reading Select after reading Select after reading Select after reading Select after reading
strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text strategies appropriate to text
14
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.1 I/L 3.1.1 I/L 3.2.1 I/L 3.3.1 I/S 3.4.1 E/I/S
With assistance, listen for With assistance, listen for Identify Describe Explain
and identify and identify • setting • setting • setting
• setting • setting • sequence of events • sequence of events • sequence of events
• sequence of events • sequence of events • conflict • conflict
• resolution • climax
• resolution
• turning point
I/L I/L
3.0 Literary Text
15
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.1 E/I/S 3.6.1 E/I/S 3.7.1 E/I/S 3.8.1 E/I/S 3.12.1 I/S
Explain Explain setting. Analyze setting. Analyze setting. Analyze setting.
• setting
• sequence of events E/I/S E/I/S E/I/S I/S
• conflict Describe plot development Analyze plot development Analyze plot development Analyze plot development
• climax with a focus on with a focus on with a focus on with a focus on
• resolution • climax • climax • climax • climax
• turning point • resolution • resolution • resolution • resolution
• turning point • turning point • turning point • turning point
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.2 I/L 3.1.2 I/L 3.2.2 I/L 3.3.2 I/S 3.4.2 E/I/S
With assistance, listen With assistance, identify Describe physical and Describe physical and Describe physical and
to, identify, and describe and describe physical traits. personality traits. personality traits. personality traits.
physical traits.
I/L I/L I/L I/S I/S
With assistance, listen With assistance, identify With assistance, identify a Describe the motivation for Describe the motivation for
to, identify, and describe and describe personality lesson learned based on a a character’s actions. a character’s actions.
personality traits. traits. character’s actions. I/L I/L
With assistance, identify With assistance, identify
3.0 Literary Text
conclusions about a conclusions about a conclusions about a character(s) based on character(s) based on
character(s) based on character(s) based on character(s) based on evidence. evidence.
evidence. evidence. evidence.
17
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.2 E/I/S 3.6.2 3.7.2 3.8.2 3.12.2
Describe physical and
personality traits.
Characterization
antagonist. antagonist. among protagonists, development of a character. development of characters.
antagonists, and supporting
characters.
E/ I/S E/I/S E/I/S E/I/S I/S
Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw
conclusions about a conclusions about a conclusions about a conclusions about a conclusions about a
character(s) based on character(s) based on character(s) based on character(s) based on character(s) based on
evidence. evidence. evidence. evidence. evidence.
18
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.3 I/L 3.1.3 I/L 3.2.3 I/L 3.3.3 I/S 3.4.3 I/S
With assistance, listen to Identify the main idea. Explain the main idea. Explain the main idea Explain the main idea
and identify the main supported by evidence. supported by evidence.
idea. I/L I/L I/L I/S
With assistance, identify With assistance, identify With assistance, identify Identify theme.
Theme
3.K.4 I/L 3.1.4 I/L 3.2.4 I/L 3.3.4 I/L 3.4.4 I/L
With assistance, listen to With assistance, identify With assistance, identify Identify first-person point of Identify first-person point of
and identify first-person first-person point of view. first-person point of view. view. view.
point of view. I/L I/L
With assistance, identify Identify third-person limited
third-person limited point of point of view.
view. I/L
Point of View
19
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.3 E/I/S 3.6.3 E/I/S 3.7.3 E/I/S 3.8.3 E/I/S 3.12.3 I/S
Describe a theme based on Describe a theme based on Describe a theme based on Describe a theme based on Analyze a theme based on
evidence. evidence. evidence. evidence. evidence.
I/L I/L I/L I/L
With assistance, compare Compare themes generated Compare themes generated Compare themes generated
themes generated by a by a single topic. by a single topic. by a single topic.
Theme
single topic.
3.5.4 I/L 3.6.4 E/I/S 3.7.4 E/I/S 3.8.4 E/I/S 3.12.4 I/S
Describe an example of Describe the effect of an Analyze the effect of an Analyze the effect of an Evaluate the effect of an
first-person point of view. author’s use of author’s use of author’s use of author’s use of
I/L • first-person point of view • first-person point of view • first-person point of view • first-person point of view
Identify third-person limited • third-person limited point • third-person limited point • third-person limited point • third-person limited point
point of view. of view of view of view of view
I/L • third-person omniscient • third-person omniscient • third-person omniscient • third-person omniscient
Identify third-person point of view point of view point of view point of view
Point of View
omniscient point of view.
20
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.5 I/L 3.1.5 I/L 3.2.5 I/L 3.3.5 I/L 3.4.5 E/I/S
With assistance, listen to With assistance, identify Identify examples of Identify examples of Explain how the author uses
and identify examples of examples of • imagery • imagery • imagery
words that create images. • imagery • sensory words • similes • similes
• sensory words • similes • personification • personification
• similes • metaphors
I/L I/L I/L I/L I/L
With assistance, listen to With assistance, identify Identify the effects of Identify the effects of Identify the effects of
and identify the effects of the effects of rhythm and rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text.
rhythm and rhyme. rhyme.
3.0 Literary Text
I/L
With assistance, listen to With assistance, identify With assistance, identify Identify Explain how the author uses
and identify dialect. dialect. • dialect • idioms • idioms
• slang • alliteration • alliteration
I/L • sensory words • sensory words
With assistance, identify • dialect • hyperbole
personification. • slang • dialect
I/L I/L • slang
With assistance, identify With assistance, identify • formal language
examples of alliteration. • metaphors • informal language
I/L • hyperbole
With assistance, identify I/L
idioms. With assistance, identify
the use of formal and
informal language.
3.K.6 I/L 3.1.6 I/L 3.2.6 I/L 3.3.6 I/L 3.4.6 I/S
With assistance, listen to With assistance, listen to With assistance, listen to Identify words and phrases Identify words and phrases
Tone, Mood, and
and identify words, and and identify words, and and identify words, and that reveal tone. that reveal tone.
phrases that reveal tone. phrases that reveal tone. phrases that reveal tone. I/L
Irony
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.5 E/I/S 3.6.5 E/I/S 3.7.5 E/I/S 3.8.5 E/I/S 3.12.5 I/S
Explain the use of Explain the use of Analyze the use of Analyze the use and Evaluate the use and
• imagery • imagery • imagery purpose of purpose of
• figurative language • figurative language • figurative language • imagery • imagery
• figurative language • figurative language
Language
rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text. rhythm and rhyme on text.
3.5.6 E/I/S 3.6.6 E/I/S 3.7.6 E/I/S 3.8.6 E/I/S 3.12.6 I/S
Identify words and phrases Explain how the use of Explain how the use of Explain the use of stylistic Evaluate the use of stylistic
that reveal tone. words and phrases reveal words and phrases reveal devices to create tone and devices to create tone and
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.7 I/L 3.1.7 I/L 3.2.7 I/L 3.3.7 I/L 3.4.7 I/L
With assistance, listen to, With assistance, listen to, Read and discuss text from Compare text from different Compare text from different
read, and discuss text from read and discuss text from different • cultures • cultures
Cultures and Time Periods
3.K.8 I/L 3.1.8 I/L 3.2.8 I/L 3.3.8 I/S 3.4.8 E/I/S
With assistance, listen Make predictions based Make predictions based Make and revise Make and revise
to and make predictions on evidence. on evidence. predictions based on predictions based on
based on evidence. evidence. evidence.
Predictions
23
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.7 I/L 3.6.7 I/L 3.7.7 I/L 3.8.7 I/L 3.12.7 I/L
Explain the influence of Compare text from the same Make inferences about an Analyze the influence of Analyze the influence of
historical events. historical period written by author’s cultural and historical events and historical events and
Predictions
24
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
3.K.9 I/L 3.1.9 I/L 3.2.9 I/L 3.3.9 I/L 3.4.9 I/L
With assistance, make With assistance, make With assistance, make Make connections to self, Make connections to self,
connections to self, other connections to self, other connections to self, other other text, and/or the world. other text, and/or the world.
Responding to Text
text, and/or the world. text, and/or the world. text, and/or the world.
I/L I/L I/L I/L
With assistance, use Use information to answer Use information to answer Use information to answer
information to answer specific questions. specific questions. specific questions.
specific questions. I/L I/L
3.0 Literary Text
25
25
Nevada English Language Arts Standards
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.
All indicators are based on literary text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
3.5.9 I/L 3.6.9 I/L 3.7.9 I/L 3.8.9 I/L 3.12.9 I/L
Make connections to self, Make connections to self, Make connections to self, Make connections to self, Make connections to self,
other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world. other text, and/or the world.
Responding to Text
I/L I/L I/L I/L I/L
Use information to answer Use information to answer Use information to answer Use information to answer Use information to answer
specific questions. specific questions. specific questions. specific questions. specific questions.
26
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.1 I/L 4.1.1 I/L 4.2.1 I/L 4.3.1 I/S 4.4.1 I/S
With assistance, listen to With assistance, identify Identify the purpose of and Identify the purpose of and Identify the purpose of and
and identify the purpose of the purpose of and gain gain information from gain information from gain information from
and gain information from information from • illustrations • illustrations • illustrations
• illustrations • illustrations • graphs • graphs • graphs
• graphs • graphs • charts • charts • charts
• charts • charts • titles • titles • titles
• titles • titles • text boxes • text boxes • text boxes
4.0 Expository Text
27
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
4.5.1 E/I/S 4.6.1 E/I/S 4.7.1 E/I/S 4.8.1 E/I/S 4.12.1 E/I/S
Identify the purpose of and Evaluate information from Evaluate information Evaluate information from Evaluate information from
gain information from • illustrations from • illustrations • illustrations
• illustrations • graphs • illustrations • graphs • graphs
• graphs • charts • graphs • charts • charts
• charts • titles • charts • titles • titles
• titles • text boxes • titles • text boxes • text boxes
• text boxes • text boxes
Text Features
• glossaries • indices • indices • indices • indices
• indices
28
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.2 I/L 4.1.2 I/L 4.2.2 I/L 4.3.2 I/L 4.4.2 I/L
With assistance, identify With assistance, identify With assistance, identify Identify Identify
dialect. dialect. • dialect • dialect • dialect
• slang • slang • slang
• alliteration • alliteration
I/L I/L • informal and formal
With assistance, identify With assistance, identify language
metaphors. • alliteration • idioms
4.0 Expository Text
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
4.5.2 I/L 4.6.2 I/L 4.7.2 I/L 4.8.2 I/ L 4.12.2 I/L
Identify Describe the use of Describe the use of Analyze the use of Analyze the use of
• dialect • dialect • dialect • dialect • dialect
• slang • slang • slang • slang • slang
• idioms • idioms • idioms • idioms • idioms
• informal and formal • informal and formal • informal and formal • informal and formal • informal and formal
language language language language language
Language
clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts. clarifies ideas and concepts.
I/L E/I/S E/I/S E/I/S I/S
Identify language used for Explain how language is Explain how language is used Explain how language is Explain how language is
the purpose of used for the purpose of for the purpose of used for the purpose of used for the purpose of
• persuasion • persuasion • persuasion • persuasion • persuasion
• propaganda • propaganda • propaganda • propaganda • propaganda
I/L I/L I/L I/L I/L
With assistance, describe Describe how an author uses Describe how an author uses Describe how an author uses Describe how an author uses
how an author uses concrete concrete examples to concrete examples to explain concrete examples to concrete examples to
examples to explain abstract explain abstract ideas. abstract ideas. explain abstract ideas. explain abstract ideas.
ideas. I/L E/I/S E/I/S I/S
With assistance, explain Explain intended and Analyze intended and Evaluate intended and
intended and unintended unintended effects of unintended effects of unintended effects of
effects of persuasive and/or persuasive and/or propaganda persuasive and/or persuasive and/or
propaganda techniques on techniques on an audience. propaganda techniques in propaganda techniques in
an audience. various media. various media.
30
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.3 I/L 4.1.3 I/L 4.2.3 I/L 4.3.3 I/L 4.4.3 I/L
With assistance, listen to Identify the topic. Explain the topic. Explain the topic supported Distinguish theme from
and identify the topic. by evidence. topic.
I/L I/L I/S
With assistance, identify With assistance, identify Identify theme.
theme. theme. I/L
I/L With assistance, describe
With assistance, distinguish the importance of
theme from topic. sequential and/or
4.0 Expository Text
chronological order.
Organizational and Structural Patterns
31
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
4.5.3 I/S 4.6.3 I/S 4.7.3 I/S 4.8.3 E/I/S 4.12.3 I/S
Describe a theme based on Describe a theme based on Describe a theme based on Analyze a theme based on Analyze a theme based on
evidence. evidence. evidence. evidence. evidence.
I/L I/L I/L I/L I/L
Distinguish theme from With assistance, compare Compare themes generated Compare themes generated Compare themes generated
topic. themes generated by a by a single topic. by a single topic. by a single topic.
single topic.
I/S I/S I/S I/S I/S
32
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.4 I/L 4.1.4 I/L 4.2.4 I/L 4.3.4 I/L 4.4.4 I/L
With assistance, listen to, With assistance, listen to, Read and discuss text from Compare text from different Compare text from different
Cultures and Times
read, and discuss text from read, and discuss text from different • cultures • cultures
different different • cultures • time periods • time periods
• cultures • cultures • time periods
• time periods • time periods
4.0 Expository Text
I/L I/L
With assistance, compare With assistance, explain
text from different the influence of historical
• cultures events and cultures.
• time periods
4.K.5 I/L 4.1.5 I/L 4.2.5 I/L 4.3.5 I/L 4.4.5 I/L
With assistance, make With assistance, make With assistance, make Make connections to self, Make connections to self,
connections to self, other connections to self, other connections to self, other other text, and/or the world. other text, and/or the world.
text, and/or the world. text, and/or the world. text, and/or the world.
With assistance, listen to With assistance, use Use information to answer Use information to answer Use information to answer
and use information to information to answer specific questions. specific questions. specific questions.
answer specific questions. specific questions.
I/L I/L
With assistance, develop With assistance, develop
hypotheses based on hypotheses based on
information. information.
I/L I/L
With assistance, Summarize information.
summarize information.
33
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
6 7 8 9-12
4.5.4 I/L 4.6.4 I/L 4.7.4 I/L 4.8.4 I/L 4.12.4 I/L
Explain the influence of Compare text from the same Make inferences about an Make inferences about an Make inferences about an
historical events. historical period written by author’s culture and author’s culture and author’s culture and
Responding to Text
specific questions. specific questions. specific questions. specific questions. specific questions.
I/L I/L I/L I/L I/L
Develop hypotheses based Evaluate hypotheses based Evaluate hypotheses based Evaluate hypotheses based Evaluate hypotheses based
on information. on information. on information. on information. on information.
I/L I/L I/L I/L I/L
Summarize information. Summarize information. Summarize information. Summarize information. Summarize information.
I/L I/L I/L
Synthesize information. Synthesize information. Synthesize information.
I/L I/L
Paraphrase information. Paraphrase information.
I/L I/L I/L I/L
With assistance, synthesize With assistance, With assistance, synthesize Synthesize information
information. paraphrase information. information from two or from two or more texts.
more texts.
34
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.6 I/L 4.1.6 I/L 4.2.6 I/L 4.3.6 I/S 4.4.6 E/I/S
With assistance, listen With assistance, make Make predictions based Make and revise Make and revise
to and make predictions predictions based on on evidence. predictions based on predictions based on
based on evidence. evidence. evidence. evidence.
I/L I/L I/L I/S E/I/S
With assistance, listen With assistance, make With assistance, make Make inferences and draw Make inferences and draw
4.0 Expository Text
to and make inferences inferences based on inferences based on conclusions based on conclusions based on
Predictions, Inferences, and Conclusions
35
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
4.5.6 E/I/S 4.6.6 E/I/S 4.7.6 E/I/S 4.8.6 E/I/S 4.12.6 I/S
Make and revise Make and revise Make and revise Make and revise Make and revise
predictions based on predictions based on predictions based on predictions based on predictions based on
evidence. evidence. evidence. evidence. evidence.
E/I/S E/I/S E/I/S E/I/S I/S
Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw Make inferences and draw
conclusions based on conclusions based on conclusions based on conclusions based on conclusions based on
36
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
4.K.7 I/L 4.1.7 I/L 4.2.7 I/L 4.3.7 I/L 4.4.7 I/L
With assistance, listen to With assistance, follow Read and follow directions Read and follow directions Read and follow directions
and follow pictorial and pictorial and written to complete tasks. to complete tasks. to complete tasks or
written directions to directions to complete tasks. procedures.
complete tasks.
4.0 Expository Text
Directions
37
Nevada English Language Arts Standards
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
All indicators are based on expository text.
All indicators are based on grade-appropriate text and skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
4.5.7 I/L 4.6.7 I/L 4.7.7 I/L 4.8.7 I/L 4.12.7 I/L
Read and follow directions Read and follow directions Read and follow directions Read and follow directions Read and follow directions
to complete tasks or to complete tasks or to complete tasks or to complete tasks or to complete tasks or
procedures. procedures. procedures. procedures. procedures.
Directions
38
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
5.K.1 I/L 5.1.1 I/L 5.2.1 I/L 5.3.1 I/L 5.4.1 I/L
With assistance, use With assistance, use Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to
prewriting strategies to plan prewriting strategies to plan plan written work. plan written work. plan written work.
written work. written work.
With assistance, choose With assistance, choose With assistance, choose Choose and narrow a topic Choose and narrow a topic
and narrow a topic to and narrow a topic to and narrow a topic to to organize ideas. to organize ideas.
organize ideas. organize ideas. organize ideas.
5.0 Effective Writing
5.K.2 I/L 5.1.2 I/L 5.2.2 I/L 5.3.2 I/L 5.4.2 I/L
With assistance, draw or Draw or communicate ideas Draft sentences about a Draft paragraphs about a Draft multiple paragraph
communicate ideas in in written form. single topic that address single topic that address papers about a single topic
written form. • audience • audience that address
• purpose • purpose • audience
• supporting details • supporting details • purpose
• supporting details
• introduction
• conclusion
Drafting
39
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
5.5.1 E/I/S 5.6.1 I/L 5.7.1 I/L 5.8.1 I/L 5.12.1 I/L
Use prewriting strategies Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to Use prewriting strategies to
to plan written work. plan written work. plan written work. plan written work. plan written work.
Prewriting
to organize ideas. to organize ideas. to organize ideas. to organize ideas. to organize ideas.
5.5.2 E/I/S 5.6.2 I/L 5.7.2 I/L 5.8.2 E/I/S 5.12.2 E/I/S
Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph Draft multiple paragraph
papers about a single topic papers about a single topic papers about a single topic papers about a single topic papers about a single topic
that address that address that address that address that address
• audience • audience • audience • audience • audience
• purpose • purpose • purpose • purpose • purpose
• supporting details • supporting details • supporting details • supporting details • supporting details
• introduction • introduction • introduction • introduction • introduction
Drafting
• conclusion • conclusion • conclusion • conclusion • conclusion
• transitions • transitions • transitions • transitions • transitions
40
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
5.K.3 I/L 5.1.3 I/L 5.2.3 I/L 5.3.3 I/L 5.4.3 I/L
With assistance, revise With assistance, revise drafts With assistance, revise With assistance, revise Revise drafts for
drafts for for drafts for drafts for • organization
• ideas • organization • organization • organization • focused ideas
• voice • focused ideas • focused ideas • focused ideas • voice
• audience • voice • voice • voice • audience
• audience • audience • audience • purpose
• purpose • purpose • purpose • relevant details
5.0 Effective Writing
41
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
5.5.3 E/I/S 5.6.3 I/L 5.7.3 I/L 5.8.3 E/I/S 5.12.3 E/I/S
Revise drafts for Revise drafts for Revise drafts for Revise drafts for Revise drafts for
• voice • voice • voice • voice • voice
• organization • organization • organization • organization • organization
• focused ideas • focused ideas • focused ideas • focused ideas • focused ideas
• audience • audience • audience • audience • audience
• purpose • purpose • purpose • purpose • purpose
• relevant details • relevant details • relevant details • relevant details • relevant details
• word choice • word choice • word choice • word choice • word choice
• sentence fluency • sentence fluency • sentence fluency • sentence fluency • sentence fluency
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
5.K.4 I/L 5.1.4 I/L 5.2.4 I/L 5.3.4 I/L 5.4.4 I/L
Edit to ensure correct With assistance, edit Edit sentences to ensure Edit paragraphs to ensure Edit paragraphs and
spelling of first and last sentences to ensure correct correct spelling of correct spelling of compositions to ensure
names. spelling of • high frequency words • high frequency words correct spelling of
• high frequency words • content words • content words • high frequency words
• content words • patterned words • patterned words • content words
• patterned words • patterned words
I/L I/L I/L I/L I/L
Edit capitalization for Edit capitalization for Edit capitalization for Edit capitalization for Edit capitalization for
5.0 Effective Writing
first and last names. • first and last names • first and last names • beginnings of sentences • beginnings of sentences
• beginnings of sentences • beginnings of sentences • months • months
• months • days of the week • days of the week
• days of the week • proper nouns • proper nouns
• initials • initials
Editing for Mechanics
• titles • titles
• abbreviations
I/L I/L I/L
With assistance, edit With assistance, edit With assistance, edit
capitalization for capitalization for capitalization for
• months • proper nouns abbreviations.
• days of the week • initials
• titles
I/L I/L I/L I/L
With assistance, edit Edit punctuation for Edit punctuation for Edit punctuation for
punctuation for • end punctuation • end punctuation • end punctuation
• end punctuation • commas • commas • commas
• commas • apostrophes • apostrophes
• quotation marks
43
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
5.5.4 E/I/S 5.6.4 I/L 5.7.4 I/L 5.8.4 E/I/S 5.12.4 E/I/S
Edit essays and compositions Edit essays and compositions Edit essays and compositions Edit essays and compositions Edit essays and
to ensure correct spelling of to ensure correct spelling of to ensure correct spelling of to ensure correct spelling of compositions to ensure
• high frequency words • high frequency words • high frequency words. • high frequency words correct spelling of
• content words • content words • content words • content words • high frequency words
• content words
E/I/S I/L I/L E/I/S E/I/S
Edit for correct capitalization. Edit for correct capitalization. Edit for correct capitalization. Edit for correct capitalization. Edit for correct
44
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process. 43
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
5.K.5 I/L 5.1.5 I/L 5.2.5 I/L 5.3.5 I/L 5.4.5 I/L
With assistance, edit for With assistance, edit for With assistance, edit for Edit for correct use of Edit for correct use of
• nouns • nouns
Editing for Usage of Words
correct use of nouns. correct use of correct use of
• nouns • nouns • verbs • verbs
• verbs • verbs • pronouns • pronouns
• pronouns • pronouns • adjectives • adjectives
• adjectives • subject/verb agreement • subject/verb agreement
• subject/verb agreement • verb tenses • verb tenses
• verb tenses • adverbs
5.0 Effective Writing
I/L I/L
With assistance, edit for With assistance, edit for
correct use of adverbs. correct use of
• clauses
• phrases
• pronoun/antecedent
agreement
5.K.6 I/L 5.1.6 I/L 5.2.6 I/L 5.3.6 I/L 5.4.6 I/L
With assistance, edit Edit sentence structure for Edit sentence structure for Edit sentences for Edit sentences for
sentence structure for complete sentences. complete sentences. • complete sentences • complete sentences
Editing for Sentence Structure
45
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
5.5.5 E/I/S 5.6.5 I/L 5.7.5 I/L 5.8.5 E/I/S 5.12.5 E/I/S
Edit for correct use of Edit for correct use of Edit for correct use of Edit for correct use of Edit for correct use of
• nouns • nouns • nouns • nouns • nouns
5.5.6 E/I/S 5.6.6 I/L 5.7.6 I/L 5.8.6 E/I/S 5.12.6 E/I/S
Edit sentences for Edit sentences for Edit sentences for Edit sentences for Edit sentences for
• complete sentences • complete sentences • complete sentences • complete sentences • complete sentences
• combining sentences • combining sentences • combining sentences • combining sentences • combining sentences
46
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
5.K.7 I/L 5.1.7 I/L 5.2.7 I/L 5.3.7 I/L 5.4.7 I/L
Create a final draft through Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft
writing, drawing, or to display or share. to display or share. to display or share. to display or share.
dictation. I/L
With assistance, select a
publishing format
Publishing
47
Nevada English Language Arts Standards
Content Standard 5.0 Students write a variety of texts using the writing process.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
5.5.7 E/I/S 5.6.7 I/L 5.7.7 I/L 5.8.7 E/I/S 5.12.7 E/I/S
Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft Prepare a legible final draft
to display or share. to display or share. to display or share. to display or share. to display or share.
Publishing
appropriate to the audience appropriate to the audience appropriate to the audience appropriate to the audience appropriate to the audience
48
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.1 I/L 6.1.1 I/L 6.2.1 I/L 6.3.1 I/L 6.4.1 I/L
With assistance, draw or Draw or write to Write sentences using a Write paragraphs which Write multiple-paragraph
write to communicate. communicate. topic sentence include papers which include
• generated by the teacher • a topic sentence • a topic sentence
• generated by the student • supporting details • supporting details
• a concluding statement • a concluding statement
• a beginning, middle, and
end
6.0 Types of Writing
49
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate text and skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.1 E/I/S 6.6.1 I/L 6.7.1 I/L 6.8.1 E/I/S 6.12.1 E/I/S
Write essays and compositions Write essays and Write essays and Write essays and Write essays and
which include compositions which include compositions which include compositions which include compositions which include
• a topic sentence • a topic sentence • a topic sentence • a topic sentence • a topic sentence
• supporting details • supporting details • supporting details • supporting details • supporting details
• a concluding statement • a concluding statement • a concluding statement • a concluding statement • a concluding statement
• a beginning, middle, and • a beginning, middle, • a beginning, middle, • a beginning, middle, • a beginning, middle,
Expository
• compare and contrast • compare and contrast • cause and effect devices. devices.
• cause and effect • cause and effect
I/L
With assistance, write
essays and compositions
that use various
organizational structures
and stylistic devices.
50
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.2 I/L 6.1.2 I/L 6.2.2 I/L 6.3.2 I/L 6.4.2 I/L
Draw or write about Draw or write about Write sentences about Write paragraphs about Write multiple paragraph
familiar experiences and/or familiar experiences and/or experiences and/or events experiences and/or events papers about experiences
events. events. appropriate to audience and appropriate to audience and and/or events appropriate to
purpose. purpose that include audience and purpose that
• logical sequence include
• character • logical sequence
6.0 Types of Writing
• setting • characters
• setting
• plot
• dialogue
I/L I/L I/L
Narrative/Descriptive
I/L I/L
With assistance, write With assistance, write With assistance, write With assistance, write With assistance, write
sentences about experiences sentences about experiences paragraphs about paragraphs about multiple-paragraph papers
and/or events appropriate to and/or events appropriate to experiences and/or events experiences and/or events about experiences and/or
audience and purpose. audience and purpose. appropriate to audience and appropriate to audience and events appropriate to
purpose that include purpose that include audience and purpose that
• logical sequence • plot include
• character • dialogue • figurative language
• setting. • sensory details
51
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.2 E/I/S 6.6.2 I/L 6.7.2 I/L 6.8.2 E/I/S 6.12.2 E/I/S
Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph Write multiple-paragraph
papers about experiences papers about experiences papers about experiences papers about experiences papers about experiences
and/or events appropriate to and/or events appropriate to and/or events appropriate to and/or events appropriate to and/or events appropriate to
audience and purpose that audience and purpose that audience and purpose that audience and purpose that audience and purpose that
include include include include include
• logical sequence • logical sequence • logical sequence • logical sequence • logical sequence
Narrative/Descriptive
52
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.3 I/L 6.1.3 I/L 6.2.3 I/L 6.3.3 I/L 6.4.3 I/L
Listen to and discuss poetry. Listen to and discuss poetry. Write poetry. Write poetry. Write poetry.
I/L
With assistance, write
poetry.
Poetry
6.0 Types of Writing
6.K.4 I/L 6.1.4 I/L 6.2.4 I/L 6.3.4 I/L 6.4.4 I/L
With assistance, draw Write responses to literary Write responses to literary Write responses to literary Write responses that
and/or write responses to text. text. text. demonstrate an understanding
text. of setting.
I/L I/L
Responses to Literature
53
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.3 I/L 6.6.3 I/L 6.7.3 I/L 6.8.3 I/L 6.12.3 I/L
Write poetry. Write poetry. Write poetry. Write poetry. Write poetry.
Poetry
Responses to Literature
motivation. literary selections. character, and setting.
54
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.5 I/L 6.1.5 I/L 6.2.5 I/L 6.3.5 I/L 6.4.5 I/L
With assistance, draw Write responses to Write responses to Write responses to Write responses that use
Expository Text
and/or write responses to expository text. expository text. expository text. specific details from text.
Responses to
6.K.6 I/L 6.1.6 I/L 6.2.6 I/L 6.3.6 I/L 6.4.6 I/L
With assistance, draw or Draw or communicate an Write an opinion statement. Write an opinion statement. Write persuasive paragraphs
communicate an opinion. opinion. that include supporting
evidence.
I/L I/L I/L I/L
With assistance, write an With assistance, write With assistance, write With assistance, write
opinion statement. persuasive paragraphs that persuasive paragraphs that persuasive essays and
include supporting include supporting compositions that include
evidence. evidence. • a thesis statement
• supporting evidence
Persuasive
• relevant evidence
I/L
With assistance, write
persuasive essays and
compositions that include
supporting evidence.
55
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.5 I/L 6.6.5 I/L 6.7.5 I/L 6.8.5 I/L 6.12.5 I/L
Write responses that analyze Write responses that analyze Write responses that Write responses that Write analyses of
the elements of exposition. the elements of exposition. demonstrate an make connections with expository text that
Expository Text
Responses to
understanding of expository other texts, experiences, addresses effectiveness of
text supported by evidence. or ideas. the writing technique.
Persuasive
With assistance, write With assistance, write
persuasive essays and persuasive essays and
compositions that include compositions that include
• cause/effect structure • problem/solution
• structure
• rhetorical strategies
56
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.7 I/L 6.1.7 I/L 6.2.7 I/L 6.3.7 I/L 6.4.7 I/L
With assistance, draw With assistance, write Write friendly letters Write friendly letters Write friendly letters
Professional Communication
and/or write personal friendly letters following an following an established following an established following an established
messages. established format. format. format. format.
I/L
With assistance, write
Personal &
I/L
With assistance, write a
variety of communications
in appropriate formats.
57
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.7 I/L 6.6.7 I/L 6.7.7 I/L 6.8.7 I/L 6.12.7 I/L
Professional Communication
Write a variety of Write a variety of Write a variety of Write a variety of Write a variety of
communications in communications in communications in communications in communications in
appropriate formats. appropriate formats. appropriate formats. appropriate formats. appropriate formats.
Personal &
Directions
I/L
With assistance, write
directions to complete tasks
or procedures with attention
to
• clarity
• format
• technical vocabulary
• text features
58
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
6.K.9 I/L 6.1.9 I/L 6.2.9 I/L 6.3.9 I/L 6.4.9 I/L
With assistance, discuss, With assistance, write Write sentences that Write research papers by Write research papers by
write, and/or draw to sentences to • formulate a question • formulating and • formulating and
• formulate a question • formulate a question • record information recording questions recording questions
• record information • record information • answer a research • identifying and • identifying and
• answer a research • answer a research question collecting information collecting information
question question • recording information • recording information
6.0 Types of Writing
information summarizing
• documenting sources information
• organizing collected
information
• documenting sources
59
Nevada English Language Arts Standards
Content Standard 6.0 Students write a variety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and are appropriate to audience and
purpose.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
6.5.9 I/L 6.6.9 I/L 6.7.9 I/L 6.8.9 I/L 6.12.9 I/L
Write research papers by Write research papers by Write research papers by Write research papers by Write research papers by
• choosing and narrowing a • choosing and narrowing a • choosing and narrowing a • choosing and narrowing a • choosing and narrowing a
research topic research topic research topic research topic research topic
• locating and collecting • locating and collecting • locating, collecting, and • locating, collecting, and • locating, collecting, and
information from primary information from primary analyzing information analyzing information analyzing information
and secondary sources and secondary sources from primary and from primary and from primary and
• recording information • recording information secondary sources secondary sources secondary sources
Research
I/L I/L I/L I/L I/L
Demonstrate an understanding Demonstrate an Demonstrate an Demonstrate an Demonstrate an
of the difference between understanding of the understanding of the understanding of the understanding of the
original works and plagiarized difference between original difference between original difference between original difference between original
works. works and plagiarized works and plagiarized works and plagiarized works and plagiarized
works. works. works. works.
I/L I/L I/L I/L
With assistance, evaluate Evaluate credibility of Evaluate credibility of Evaluate credibility of
credibility of resources. resources. resources. resources.
60
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
7.K.1 I/L 7.1.1 I/L 7.2.1 I/L 7.3.1 I/L 7.4.1 I/L
Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of
purposes including purposes including purposes including purposes including purposes including
• gaining information • gaining information • gaining information • gaining information • gaining information
• being entertained • being entertained • being entertained • being entertained • being entertained
• understanding directions • understanding directions • understanding directions • understanding directions • understanding directions
With assistance, listen to With assistance, listen to Listen to and retell ideas Listen to and summarize
and retell ideas. and retell ideas with with supporting details. ideas and supporting details.
supporting details.
I/L I/L I/L
With assistance, listen to With assistance, listen to Listen to and distinguish fact
and summarize ideas and and distinguish fact from from opinion.
supporting details. opinion.
I/L I/L
With assistance, listen to With assistance, listen for
and summarize ideas and and identify persuasive
supporting details. techniques.
61
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
7.5.1 I/L 7.6.1 I/L 7.7.1 I/L 7.8.1 I/L 7.12.1 I/L
Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of Listen for a variety of
purposes including purposes including purposes including purposes including purposes including
• gaining information • gaining information • gaining information • gaining information • gaining information
• being entertained • being entertained • being entertained • being entertained • being entertained
• understanding • understanding directions • understanding directions • understanding directions • understanding directions
directions
I/L I/L I/L I/L I/L
Listen for and identify Listen for and identify Listen for and identify Listen for and identify Listen for and identify
• main idea • main idea • main idea • main idea • main idea
7.0 Listening
• mood • mood • mood • mood • mood
• purpose • purpose • purpose • purpose • purpose
• messages • messages • messages • messages • messages
• tone • tone • tone • tone • tone
• persuasive techniques • persuasive techniques • persuasive techniques • persuasive techniques
Message
I/L I/L I/L I/L I/L
Listen for and distinguish Listen for and distinguish Listen for and distinguish fact Listen for and distinguish fact Listen for and distinguish fact
fact from opinion. fact from opinion. from opinion. from opinion. from opinion.
62
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
7.K.2 I/L 7.1.2 I/L 7.2.2 I/L 7.3.2 I/L 7.4.2 I/L
Listen to and respond to Listen to and respond to oral Listen to and respond to oral Listen to and respond to Listen to and evaluate content
oral communication. communication. communication. oral communication. of oral communications.
I/L I/L
With assistance, listen to With assistance, listen to and
and evaluate content of oral evaluate oral communications
communications. for
• delivery
• point of view
• ideas
7. 0 Listening
63
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
7.5.2 I/L 7.6.2 I/L 7.7.2 I/L 7.8.2 I/L 7.12.2 I/L
Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral Listen to and evaluate oral
communications for communications for communications for communications for communications for
• content • content • content • content • content
• delivery • delivery • delivery • delivery • delivery
• point of view • point of view • point of view • point of view • point of view
• ideas • ideas • ideas • ideas • ideas
• purpose • purpose • purpose • purpose
• value • value • value • value
7.0 Listening
I/L I/L I/L I/L I/L
With assistance, listen to With assistance, listen for Listen for and evaluate public Listen for and evaluate the Listen for and evaluate the
and evaluate the purpose and evaluate public speaking speaking techniques. use of public speaking use of public speaking
64
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
7.K.3 I/L 7.1.3 I/L 7.2.3 I/L 7.3.3 I/L 7.4.3 I/L
Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through
Vocabulary Development
7.K.4 I/L 7.1.4 I/L 7.2.4 I/L 7.3.4 I/L 7.4.4 I/L
With assistance, listen for With assistance, listen for Listen for and identify Listen for and identify Listen for and identify
and identify dialect. and identify dialect. dialect. dialect. dialect and slang.
I/L I/L I/L I/L I/L
With assistance, listen for With assistance, listen for Listen for and identify the Listen for and identify the Listen for and identify the
and identify the use of and identify the use of use of formal and informal use of formal and informal use of formal and informal
formal and informal formal and informal language. language. language.
language. language. I/L I/L I/L
Language
With assistance, listen for With assistance, listen for Listen for and identify
and identify social and and identify social and social and academic
academic language. academic language. language.
65
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
7.5.3 I/L 7.6.3 I/L 7.7.3 I/L 7.8.3 I/L 7.12.3 I/L
Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through Expand vocabulary through
listening. listening. listening. listening. listening.
Development
Vocabulary
7.0 Listening
7.5.4 I/L 7.6.4 I/L 7.7.4 I/L 7.8.4 I/L 7.12.4 I/L
Listen for and identify dialect Listen for and identify Listen for and identify Listen for and identify Listen for and identify
and slang. dialect and slang. dialect and slang. dialect and slang. dialect and slang.
Language
Listen for and distinguish Listen for and distinguish Listen for and distinguish Listen for and distinguish Listen for and distinguish
between social and academic between social and between social and between social and between social and
language. academic language. academic language. academic language. academic language.
66
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
7.K.5 I/L 7.1.5 I/L 7.2.5 I/L 7.3.5 I/L 7.4.5 I/L
Conversations and Group Discussions
Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker. Actively listen to a speaker.
I/L I/L
With assistance, listen to Listen to and evaluate
7.0 Listening
I/L I/L
With assistance, provide Provide constructive feedback.
constructive feedback.
I/L
With assistance, focus
attention to solve problems by
identifying, synthesizing, and
evaluating data.
67
Nevada English Language Arts Standards
Content Standard 7.0 Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
All indicators are based on grade-appropriate skills.
All indicators are used to aid comprehension.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
7.5.5 I/L 7.6.5 I/L 7.7.5 I/L 7.8.5 I/L 7.12.5 I/L
Actively listen to oral Actively listen to oral Actively listen to oral Actively listen to oral Actively listen to oral
7.0 Listening
Listen to and evaluate Listen to and evaluate Listen to and evaluate Listen to and evaluate Listen to and evaluate
constructive feedback. constructive feedback. constructive feedback. constructive feedback. constructive feedback.
68
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
8.K.1 I/L 8.1.1 I/L 8.2.1 I/L 8.3.1 I/L 8.4.1 I/L
With assistance, give With assistance, give Give directions to complete Give directions to complete Give directions to complete
directions to complete tasks. directions to complete tasks. tasks. tasks. tasks.
Giving Directions
8.K.2 I/L 8.1.2 I/L 8.2.2 I/L 8.3.2 I/L 8.4.2 I/L
Use precise language to Use precise language to Use precise language to Use precise language to Use precise language to
describe describe describe describe describe
• feelings • feelings • feelings • feelings • feelings
• experiences • experiences • experiences • experiences • experiences
• observations • observations • observations • observations • observations
• ideas • ideas • ideas • ideas • ideas
Language
69
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
8.5.1 I/L 8.6.1 I/L 8.7.1 I/L 8.8.1 I/L 8.12.1 I/L
Give directions to complete Give directions to complete Give directions to complete Give directions to complete Give directions to complete
tasks. tasks or procedures with a tasks or procedures with a tasks or procedures with a tasks or procedures with a
Giving Directions
focus on focus on focus on focus on
• clarity • clarity • clarity • clarity
• technical vocabulary • technical vocabulary • technical vocabulary • technical vocabulary
8.0 Speaking
Ask questions to clarify Ask questions to clarify Ask questions to clarify Ask questions to clarify Ask questions to clarify
directions. directions. directions. directions. directions.
8.5.2 I/L 8.6.2 I/L 8.7.2 I/L 8.8.2 I/L 8.12.2 I/L
Use precise language to Use precise language to Use precise language to Use precise language to Use precise language to
describe describe describe and elicit describe and elicit describe and elicit
• feelings • feelings • feelings • feelings • feelings
• experiences • experiences • experiences • experiences • experiences
• observations • observations • observations • observations • observations
• ideas • ideas • ideas • ideas • ideas
Language
I/L I/L I/L I/L I/L
Apply Standard English to Apply Standard English to Apply Standard English to Apply Standard English to Apply Standard English to
communicate ideas. communicate ideas. communicate ideas. communicate ideas. communicate ideas.
70
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
8.K.3 I/L 8.1.3 I/L 8.2.3 I/L 8.3.3 I/L 8.4.3 I/L
Speak clearly with prosody. Speak clearly with prosody. Speak clearly with prosody. Use public speaking Use public speaking
techniques to deliver techniques to deliver
I/L I/L I/L presentations with presentations with
Communicate personal Communicate information in With assistance, use public appropriate appropriate
experiences and retell stories. small and large groups. speaking techniques to • prosody • prosody
deliver presentations with • volume • volume
appropriate • eye contact • eye contact
• volume • enunciation • enunciation
• eye contact • posture • posture
• enunciation • expressions • expressions
8.0 Speaking
I/L I/L
With assistance, defend a Defend a position using
position using evidence. evidence.
71
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
8.5.3 I/L 8.6.3 I/L 8.7.3 I/L 8.8.3 I/L 8.12.3 I/L
Use public speaking Use public speaking Use public speaking Use public speaking Use public speaking
techniques to deliver techniques to deliver techniques to deliver techniques to deliver techniques to deliver
presentations with presentations with presentations with presentations with presentations with
appropriate appropriate appropriate appropriate appropriate
• prosody • prosody • prosody • prosody • prosody
• volume • volume • volume • volume • volume
• eye contact • eye contact • eye contact • eye contact • eye contact
• enunciation • enunciation • enunciation • enunciation • enunciation
• posture • posture • posture • posture • posture
8.0 Speaking
• expressions • expressions • expressions • expressions • expressions
• audience • audience • audience • audience • audience
• purpose • purpose • purpose • purpose • purpose
Presentations
I/L I/L I/L I/L I/L
Communicate information Communicate information Communicate information Communicate information Communicate information
by by by by by
• maintaining a clear • maintaining a clear • maintaining a clear • maintaining a clear • maintaining a clear
focus focus focus focus focus
• following a logical • following a logical • following a logical • following a logical • following a logical
sequence sequence sequence sequence sequence
• illustrating information • illustrating information • illustrating information • illustrating information • illustrating information
with media aids with media aids with media aids with media aids with media aids
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Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
8.K.4 I/L 8.1.4 I/L 8.2.4 I/L 8.3.4 I/L 8.4.4 I/L
Participate in group Participate in group Participate in group Contribute to conversations Contribute to conversations
discussions following the discussions following the discussions following the and discussions about a and discussions about a
turn-taking process. turn-taking process. turn-taking process. given topic. given topic.
I/L I/L
Respond to conversations Respond to questions to
and discussions about a clarify and extend ideas.
given topic.
Participate in group Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to
discussions by asking and clarify and gather clarify and gather clarify information. clarify information.
answering relevant information. information.
questions. I/L I/L
Group Discussions
I/L
With assistance distinguish
between relevant and
irrelevant information.
73
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
8.5.4 I/L 8.6.4 I/L 8.7.4 I/L 8.8.4 I/L 8.12.4 I/L
Contribute to conversations Contribute to conversations Provide constructive Provide constructive Participate in conversations
and discussions about a and discussions about a feedback when participating feedback using established to solve problems by
given topic. given topic. in conversations and criteria. identifying, synthesizing,
discussions. and evaluating data.
8.0 Speaking
I/L I/L I/L I/L I/L
Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to Ask relevant questions to
clarify information and clarify information and clarify information and generate possible solutions generate possible solutions
Group Discussions
extend ideas. extend ideas. extend ideas. to a problem. to a problem.
74
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
K 1 2 3 4
8.K.5 I/L 8.1.5 I/L 8.2.5
Demonstrate phonological Demonstrate phonological
awareness of spoken words awareness of spoken words
through through
• rhyming • rhyming
• concept of word • concept of word
• syllable awareness • syllable awareness
• onset and rime • onset and rime
Phonology
awareness awareness
8.0 Speaking
75
Nevada English Language Arts Standards
Content Standard 8.0 Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose. Students participate in
discussions to offer information, clarify ideas, and support a position.
All indicators are based on grade-appropriate skills.
At a minimum, students will maintain previously-learned skills and attain the following:
5 6 7 8 9-12
Phonology
8.0 Speaking
76
English Language Arts
Glossary
Glossary
Glossary
character by a coordinating conjunction (for, and,
Author’s Purpose: Refers to the reasons
Allusion: A direct or implied reference to not, but, or, yet, so ) or a semicolon
an author has for writing something (e.g.,
literary, scientific, or historical people, Chronological Order: A record of events
to entertain, to inform, to persuade or, to
places, events, or aspects of culture express opinions) arranged in the order in which they Compound Word: A combination of two
happen or more words that function as a single
Alphabetic Order: The order of the Automaticity: Fluent processing of unit of meaning
alphabet. It is widely used in the information that requires little effort or Citation: The act of citing or quoting a
classification and ordering of lists, as well attention reference to an authority or a precedent; Concluding Sentence: The final
as in numerous official documents and using a standard acceptable style or sentence of a paragraph that may
communications Base Words: A word to which affixes may manual (e.g., MLA or APA) summarize or draw a conclusion
be added to create related words (e.g.,
Analogy: A comparison used to explain teach in reteach or teaching) Clarity: The condition or quality of being Conclusion: A decision reached after
an idea or support an argument (e.g., an clear; easily understood careful study and synthesis of facts,
analogy for how a government works Before Reading Strategies: A systematic observations, arguments, and opinions.
might be a family) plan that gives the students an Clause: A group of words with a subject Conclusions are not mere opinions or
opportunity to think about segments of a and a predicate used to form either a part guesses; they are decisions reached after
Analyze: The process or result of short story, chapter, or poem that leads to or a whole sentence carefully weighing the evidence
identifying the parts of a whole and their prediction or inference.
relationships to one another Climax: A turning point in the Conflict: A struggle between opposing
development of the plot forces (e.g., man vs. man, man vs. self,
Blends: Two or more consecutive
Antagonist: A character that opposes the man vs. nature, man vs. society)
consonants that begin a syllable with a
hero(ine); villain minimal change in those sounds (e.g.,
/bl/ in blend)
78
Conjunction: A word used to connect Dialogue: Conversation between two or Exposition: Provides important Fluency: The clear, easy, written or
words, phrase, clauses, or sentences. more characters or between a character background information and introduces spoken expression of ideas: any person
(e.g., and, or, but) and something else the setting, characters, and conflict who reads smoothly without hesitation
and with comprehension
Connotation: The attitudes and feelings Digraphs: Two letters that represent Expository: The form of non-fiction
associated with a word one speech sound (e.g., ch for /ch/ in chin writing which informs or explains Foreshadowing: The technique of giving
or ea for /e/ in bread) clues to coming events in a narrative
Content Vocabulary: Vocabulary specific External Conflict: Outside forces that
to a subject area (e.g., biology) Diphthongs: A vowel sound produced cause a character to make internal Formal Language: A style of
when the tongue glides from one vowel choices and changes. communication to inform an audience in
Context Clue: Information from the sound toward another vowel or semi- impersonal terms marked by careful
immediate textual setting that helps the vowel sound in the same syllable External Punctuation: Punctuation found attention to organization of content and to
reader comprehend the meaning of a word (e.g., bee, bay, toy, buy) at the end of a sentence (e.g., period, grammatical structure and pronunciation
or a phrase question mark, or exclamation point) (e.g., textbooks, reports, and professional
Draft: The process or result of putting lectures)
Credibility of Sources: The degree to ideas into writing in a rough form Evaluate: To find out, judge, or estimate
which a source can be believed (e.g., the value of Format: The physical arrangement of the
respected newspaper, journal, or well- During Reading Strategies: A elements on a page
published author) systematic plan that helps students make Fact: Something that has really happened
Glossary
predictions about the text; compare and is provable Fragment: An incomplete grammatical
Culture: The customs, beliefs, laws, ways events, ideas, and characters; visualize construction
of living, and all other results of human the information that is described Falling Action: The action that takes
work and thought that belong to a people place after the climax to reveal the final Friendly Letter: An informal letter written
Edit: In the writing process, correct a outcome of events to a friend or relative in a given format
Declarative Sentences: Sentences that manuscript in the text
make statements (e.g., “Becky is a Feedback: The pathway by which Grade-Appropriate: Grade level
student.”) Enunciate: To pronounce words clearly information about the results of a process readability, complexity of ideas, and
is sent back to modify or control the content suitable to age level
Decode: To analyze spoken or graphic Environmental Print: Print and other process
symbols of a familiar language to ascertain graphic symbols found in the physical High Frequency Words: Words that
their intended meaning environment (e.g., street signs, billboards, Figurative Language: Language appear many more times than most other
etc.) enriched by word images in figures of words in spoken or written language
Denotation:The literal or dictionary speech (e.g., simile, metaphor,
meaning of a word Etymology: The study of the history and personification) Homographs: Words that are spelled the
development of the structures and same, but have different pronunciations
Dialect: A social or regional variety of a meanings of words; derivation Flashback: A technique of disrupting the or meanings (e.g., the bow of a ship and a
particular language with phonological, chronology of a narrative by shifting to an bow and arrow)
grammatical, and lexical patterns that Evidence: Facts or things that help one earlier time in order to introduce
distinguish it from other varieties. find out the truth or come to a conclusion information Homophones: A word with different origin
and meaning, but the same pronunciation
as another word, whether or not spelled
alike (e.g., hair and hare)
79
Hyperbole: A figure of speech that uses Irony: A figure of speech in which the Metacognition: Awareness and Performance Task: The measurement of
intentional exaggeration for effect (e.g., literal meaning of the words is the knowledge of one’s mental processes so educational achievement through tasks
“She cried buckets of tears.”) opposite of their intended meaning that one can monitor, regulate, and direct that call for the student to produce a
There are three major types of irony: those processes to a desired end response like that required in the
Hypothesis: An assumption made to test Verbal irony: When an author says one instructional environment (e.g., portfolios,
its logical consequences thing and means something else Metaphor: A direct or implied comparison projects, constructed response on the
Dramatic irony: When an audience between two unlike things (e.g. insects state reading test, student work on the
Idiom: An expression that does not mean perceives something that a character in were living jewels) state writing test, etc.)
what it literally says (e.g., “I ran into the literature does not know
Joe the other day.”) Irony of situation: A discrepancy Modifiers: A word, phrase, or clause that Personification: Figure of speech in
between the expected result and actual adds to or qualifies the meaning of which something that is not human is
Imagery: The process or result of words result another word given human characteristics (e.g., “The
forming mental images while reading, tree lifts its arms to the sky.”)
writing, or listening to a story Legible: Clear enough to be read (e.g., Mood: A feeling or atmosphere the author
penmanship, accuracy of letter formation) creates for the reader Persuasive Techniques: Techniques
Inference: A logical assumption based on used to manipulate audiences (e.g.,
observed facts and one’s own knowledge Letter-Sound Relationships: Narrative: A type of fiction or nonfiction bandwagon, loaded language, snob
and experience Connections between letters and sounds that tells a story or a series of events appeal, testimonial and unfinished claims,
polling results, transfer appeal, logical
Glossary
Informal Language: A level of standard Literal Language: The explicit sense that Opinion: A belief based on what one fallacies, and generalities)
English that is characteristic of or is stated or clearly implied in text or thinks or feels
appropriate to ordinary, casual, or familiar speech Persuasive Writing: Writing that attempts
use Organization: The act or process of to convince others or calls them to action
Literacy: The reading, writing, listening, putting together or arranging in an orderly by providing evidence that supports a
Internal Conflict: The dilemma facing the and speaking practices governed by a way claim or an opinion
character internally and its impact on that conception of what, how, when, and why
character Organizational Patterns: see Text Phonemic Awareness: The awareness
Literary Analysis: The study of a literary Structure of and the ability to manipulate sounds in
Internal Punctuation: Punctuation within work by a critic, student, or scholar spoken words
a sentence (e.g., semicolons, comma, or Organizational Structures: The structure
apostrophes) Main Idea: The chief topic of a passage of a written text (e.g., cause/effect, Phonics: The system by which symbols
expressed or implied in a word or phrase problem/solution) represent sounds in an alphabetic writing
Intonation: The rise and fall in pitch of the system
speaker’s voice Matching: Matching a sound to another Parenthetical Expression: Used to
sound (e.g., “Which two words begin with enclose inessential or tangential words in Phonological Awareness: The
Introduction: A part that leads into or /b/; boy, drive, box?”) text awareness of constituent sounds of words
explains what will follow in learning to read and spell
Media: Multiple means of communication Paraphrase: The act or result of restating,
(e.g., smart boards, Internet/electronic in one’s own words, the meaning of Phonology: The study of speech sounds
communications, or PowerPoint) something spoken or written and their functions in a language or
languages
80
Plagiarism: Using someone else’s ideas Pronoun: A part of speech used as a Root Word: The basic part of a word that Sequence: A number of things or events
as your own without giving credit to the substitute for a noun or a noun phrase usually carries the main component of that follow each other; series
original author meaning and that cannot be further
Propaganda: Discourse aimed at analyzed without loss of identity Setting: The time of day or year; historical
Plot: The main sequence of events in a persuading an audience, often containing period, place, situation
story distortions of truth Run-on Sentence: Two independent
clauses joined without any punctuation or Simile: An explicit comparison between
Poem: A metrical form of composition in Prosody: The pitch, loudness, tempo, conjunction to separate them two unlike things using the words like or as
which word images are selected and and rhythm patterns of language that (e.g., as strong as an ox, flies like an
expressed to create powerful, often result in comprehension Scaffolding: In learning, the gradual eagle)
beautiful impressions in the listener or withdrawal of adult (e.g., teacher) support,
reader Protagonist: The central figure in a as through instruction, modeling, Slang: Informal speech composed of
drama or narrative; hero(ine) questioning, feedback, etc., for a child’s newly formed words or expressions or of
Poetry: The art of creating poems performance across successive common words and expressions whose
Reading Rate: The speed at which a engagements thus transferring more and meanings are changed or extended
Point of View: The perspective from selection is read and the manner in which more autonomy to the child
which events in a story are told it is read, depending on the purpose (e.g., Social Language: Informal language used
The three most common types of point of skimming, scanning, studying, or reading) Secondary Source: Derived or resulting in social settings; not typically academic
view: from the original (e.g., encyclopedia entry language; popular speech
First-person: the narrator is a character Resolution: The conclusion of the conflict about a person, a textbook discussion of
Glossary
in the story who tells everything in his or the Declaration of Independence) Sound Devices: Literary devices such as
her own words Resources: Something that one can turn alliteration, assonance, consonance,
Third-person omniscient: the narrator to for support or aid Self-Correcting Strategies: meter, onomatopoeia, repetition, rhyme,
is all knowing, with the ability to see into Understanding and adjusting reading rhyme scheme, and rhythm
the minds of more than one character Rhetorical Strategies: The effective use strategies to ensure comprehension
Third-person limited: the narrator has of language to influence or persuade an Standard English: The variety of English
the ability to see into the mind of only one audience Semicolon: A punctuation mark that that is generally acknowledged as the
character shows a greater degree of separation of model for the speech and writing of
Rhythm: A pattern of repeated cadence parts of a sentence than a comma does educated speakers
Prediction: The use of knowledge about or accent in speech or text
language and the context in which it Sensory Words: Words that create Strategy: A systematic plan, consciously
occurs to anticipate what is coming in Rhyme: Identical or very similar recurring images using the senses adapted and monitored to improve one’s
writing or speech final sounds in words performance in learning
Sentence: A grammatical unit of one or
Prefix: An affix attached before a base Rime: The vowel and any following more words that contain a subject, Structural Analysis: The identification of
word or root (e.g., re-, mis-, un-) consonants of a syllable (e.g., /it/ in sit, predicate, complete thought, and correct roots, affixes, compounds, hyphenated
/oat/ in float) punctuation forms, inflected and derived endings,
Primary Source: An original text or work contractions, and in some cases
written by an eye witness or a participant Rising Action: Part of the plot that leads Sentence Fluency: see fluency syllabication
(e.g., autobiography, the Declaration of up to the climax by adding complications
Independence) or expanding the conflict
81
Stylistic Devices: An author’s use of Text Structure: The organizational Voice: In writing, the distinctive way in
language: its effects and its patterns of text (e.g., expository, cause- which the writer expresses ideas with
appropriateness to the author’s intent or effect, comparison-contrast, problem- respect to style, form, content, purpose,
theme solution, description, and sequence) etc.
Subject/Verb Agreement: Using a Text Types: Different types of text (e.g., Word Awareness: the knowledge that
singular verb with a singular subject or a literary, informational, sentences consist of words and that these
plural verb with a plural subject persuasive, and functional) words can be counted (e.g., counting the
number of words in a spoken sentence,
Subplot: The underlying sequence of Theme: The major idea or proposition one to one matching)
events in a novel broad enough to cover the entire scope of
a work or a work of art Word Families: A group of words sharing
Suffix: An affix attached to the end of a a common phonic element (e.g., /it/ as in
base, root, or stems that changes Thesis Statement: The basic argument sit and hit)
meaning or grammatical function of the advanced by a speaker or writer who then
word (e.g., -ed, -ly, -ness) attempts to prove it; a proposition to be Word Origins: See etymology
proved
Summary: A brief statement that contains Writing Process: Prewriting, drafting,
the essential ideas of a longer passage or Tone: The author’s attitude reflected in revising, editing, and publishing
selection the style of the written or spoken word
Glossary
(e.g., playful, serious, bitter, angry,
Syllable: A minimum unit of speech sarcastic)
sounds comprised of a vowel sound or
vowel consonant combination Topic: The general category or class of
ideas, often stated in a word or phrase, to
Syllabication: The division of words into which the ideas of a passage as a whole
syllables belong
Text Features: Components that support Usage: The way words are used correctly
and clarify text (e.g., illustrations, titles, in a sentence (e.g., subject/verb
words in bold print) agreement, pronoun/antecedent
agreement)
82
Acknowledgements
Appreciation is extended to the members of the Nevada English Language Arts Standards revision team for their time,
expertise, and commitment to ensuring that all students in Nevada achieve the state standards.
Nevada English Language Arts Standards Revision Team
Virginia Abelt Gini Cunningham Ruth Gilbert Denise Karpelenia
Writing Specialist Northeast RPDP Elementary School Teacher Coordinator, Secondary English/
Clark County School District Humboldt County School District Clark County School District Language Arts
Clark County School District
Dr. Cynthia Brock Dr. Lisa Fontana Cydnie Jorgenson Robert McGinty
Associate Professor, Literacy Studies Curriculum Analyst Reading Specialist Regional Coordinator
University of Nevada, Reno WNRTP Clark County School District Northeast RPDP
83
Nevada English Language Arts Standards Revision Team
Acknowledgements
Elementary School Teacher Title 1 Consultant
Nevada Department of Education Washoe County School District Washoe County School District
Ann Mullin-Rishel Barbara Shapiro Dr. Shane Templeton
High School Teacher Middle School Librarian Professor, Literacy Studies
Washoe County School District Clark County School District University of Nevada, Reno
Laura Parks Cindy Sharp Lori Urbani
Secondary Literacy Trainer CRT/HSPE Consultant Parent Representative
Douglas County School District Nevada Department of Education Carson City School District
Kristi Pettengill Linda Sherer Susan Weikel
7-12 English/Language Arts Program Literacy Project Facilitator Elementary School Teacher
Coordinator Clark County School District Churchill County School District
Washoe County School District
84