| RST.9-10: Key Ideas and Details |
| RST.9-10.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. |
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| RST.9-10.2 | Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. |
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| RST.9-10.3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. |
| Craft and Structure |
| RST.9-10.4 | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. |
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| RST.9-10.5 | Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). |
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| RST.9-10.6 | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. |
| Integration of Knowledge and Ideas |
| RST.9-10.7 | Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. |
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| RST.9-10.8 | Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. |
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| RST.9-10.9 | Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. |
| Range of Reading and Level of Text Complexity |
| RST.9-10.10 | By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. |
| RST.11-12: Key Ideas and Details |
| RST.11-12.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
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| RST.11-12.2 | Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. |
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| RST.11-12.3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
| Craft and Structure |
| RST.11-12.4 | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. |
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| RST.11-12.5 | Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
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| RST.11-12.6 | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. |
| Integration of Knowledge and Ideas |
| RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |
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| RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |
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| RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
| Range of Reading and Level of Text Complexity |
| RST.11-12.10 | By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. |
Speaking & Listening |
| SL.3: Comprehension and Collaboration |
| SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. |
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| SL.3.1a | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. |
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| SL.3.1b | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). |
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| SL.3.1c | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. |
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| SL.3.1d | Explain their own ideas and understanding in light of the discussion. |
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| SL.3.2 | Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
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| SL.3.3 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
| Presentation of Knowledge and Ideas |
| SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
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| SL.3.5 | Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. |
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| SL.3.6 | Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
| SL.4: Comprehension and Collaboration |
| SL.4.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
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| SL.4.1a | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. |
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| SL.4.1b | Follow agreed-upon rules for discussions and carry out assigned roles. |
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| SL.4.1c | Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. |
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| SL.4.1d | Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. |
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| SL.4.2 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
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| SL.4.3 | Identify the reasons and evidence a speaker provides to support particular points. |
| Presentation of Knowledge and Ideas |
| SL.4.4 | Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
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| SL.4.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. |
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| SL.4.6 | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. |
| SL.5: Comprehension and Collaboration |
| SL.5.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. |
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| SL.5.1a | Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. |
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| SL.5.1b | Follow agreed-upon rules for discussions and carry out assigned roles. |
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| SL.5.1c | Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. |
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| SL.5.1d | Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. |
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| SL.5.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
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| SL.5.3 | Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
| Presentation of Knowledge and Ideas |
| SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
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| SL.5.5 | Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. |
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| SL.5.6 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
Writing |
| W.3: Text Types and Purposes |
| W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
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| W.3.1a | Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. |
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| W.3.1b | Provide reasons that support the opinion. |
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| W.3.1c | Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. |
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| W.3.1d | Provide a concluding statement or section. |
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| W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
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| W.3.2a | Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. |
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| W.3.2b | Develop the topic with facts, definitions, and details. |
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| W.3.2c | Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. |
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| W.3.2d | Provide a concluding statement or section. |
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| W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
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| W.3.3a | Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. |
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| W.3.3b | Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. |
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| W.3.3c | Use temporal words and phrases to signal event order. |
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| W.3.3d | Provide a sense of closure. |
| Production and Distribution of Writing |
| W.3.4 | With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
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| W.3.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
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| W.3.6 | With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. |
| W.4: Text Types and Purposes |
| W.4.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
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| W.4.1a | Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. |
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| W.4.1b | Provide reasons that are supported by facts and details. |
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| W.4.1c | Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). |
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| W.4.1d | Provide a concluding statement or section related to the opinion presented. |
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| W.4.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
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| W.4.2a | Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. |
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| W.4.2b | Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
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| W.4.2c | Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). |
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| W.4.2d | d.Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.4.2e | Provide a concluding statement or section related to the information or explanation presented. |
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| W.4.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
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| W.4.3a | Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. |
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| W.4.3b | Use dialogue and description to develop experiences and events or show the responses of characters to situations. |
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| W.4.3c | Use a variety of transitional words and phrases to manage the sequence of events. |
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| W.4.3d | Use concrete words and phrases and sensory details to convey experiences and events precisely. |
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| W.4.3e | Provide a conclusion that follows from the narrated experiences or events. |
| Production and Distribution of Writing |
| W.4.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
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| W.4.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
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| W.4.6 | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. |
| W.5: Text Types and Purposes |
| W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
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| W.5.1a | Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. |
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| W.5.1b | Provide logically ordered reasons that are supported by facts and details. |
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| W.5.1c | Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
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| W.5.1d | Provide a concluding statement or section related to the opinion presented. |
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| W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
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| W.5.2a | Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. |
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| W.5.2b | Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
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| W.5.2c | Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). |
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| W.5.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.5.2e | Provide a concluding statement or section related to the information or explanation presented. |
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| W.5.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
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| W.5.3a | Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. |
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| W.5.3b | Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. |
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| W.5.3c | Use a variety of transitional words, phrases, and clauses to manage the sequence of events. |
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| W.5.3d | Use concrete words and phrases and sensory details to convey experiences and events precisely. |
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| W.5.3e | Provide a conclusion that follows from the narrated experiences or events. |
| Production and Distribution of Writing |
| W.5.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
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| W.5.5 | With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
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| W.5.6 | With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. |
| W.7: Text Types and Purposes |
| W.7.1 | Write arguments to support claims with clear reasons and relevant evidence. |
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| W.7.1a | Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. |
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| W.7.1b | Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. |
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| W.7.1c | Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. |
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| W.7.1d | Establish and maintain a formal style. |
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| W.7.1e | Provide a concluding statement or section that follows from and supports the argument presented. |
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| W.7.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
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| W.7.2a | Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. |
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| W.7.2b | Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |
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| W.7.2c | Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. |
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| W.7.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |
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| W.7.2e | Establish and maintain a formal style. |
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| W.7.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented. |
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| W.7.3 | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
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| W.7.3a | Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
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| W.7.3b | Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |
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| W.7.3c | Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |
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| W.7.3d | Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
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| W.7.3e | Provide a conclusion that follows from and reflects on the narrated experiences or events. |
SketchUp
Glogster 
iMovie 
Prezi 
SlideShare 