Academic standards list

No grade range — English Language Arts & Literacy

Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

Reading: Literature

CCSS.ELA-Literacy.RL
 
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, retell familiar stories, including key details.
With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems).
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an
(RL.K.8 not applicable to literature)
 
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding.
 

Reading: Informational Text

CCSS.ELA-Literacy.RI
 
Key Ideas and Details
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
With prompting and support, ask and answer questions about unknown words in a text.
Identify the front cover, back cover, and title page of a book.
 
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
 
Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
With prompting and support, identify the reasons an author gives to support points in a text.
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions,
Range of Reading and Level of Text Complexity
Actively engage in group reading activities with purpose and understanding.

Reading: Foundational Skills

CCSS.ELA-Literacy.RF
 
Print Concepts
Demonstrate understanding of the organization and basic features of print.
     There are 4 components within this standard.
Phonological Awareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
     There are 5 components within this standard.
Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
     There are 4 components within this standard.
Fluency
Read emergent-reader texts with purpose and understanding.
 

Writing

CCSS.ELA-Literacy.W
 
Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in
Production and Distribution of Writing
(W.K.4 begins in grade 3)
 
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
 
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
 
Research to Build and Present Knowledge
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
 
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 
(W.K.9 begins in grade 4)
 
Range of Writing
(W.K.10 begins in grade 3)
 

Speaking & Listening

CCSS.ELA-Literacy.SL
 
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
     There are 2 components within this standard.
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
 
Add drawings or other visual displays to descriptions as desired to provide additional detail.
 
Speak audibly and express thoughts, feelings, and ideas clearly.

Language

CCSS.ELA-Literacy.L
 
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
     There are 6 components within this standard.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
     There are 4 components within this standard.
Knowledge of Language
(L.K.3 begins in grade 2)
 
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
     There are 2 components within this standard.
With guidance and support from adults, explore word relationships and nuances in word meanings.
     There are 4 components within this standard.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
 
 
Disclaimer: This website provides a reference tool for browsing academic standards and locating associated resources. We are not the originator of these academic standards. Although we strive to maintain accuracy, there may be revisions, updates, or errors within the text and structure of the information displayed. In case of any discrepancy, please respect the originator's published version (http://www.corestandards/ELA-Literacy) as the definitive record.