7 Miss. Admin. Code, Part 134
2016
Mississippi
College- and Career-
Readiness Standards
for English Language
Arts
Effective Date: 2016-2017 School Year
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Carey M. Wright, Ed.D. State Superintendent of Education
Kim S. Benton, Ed.D. Chief Academic Officer
Jean Massey, Executive Director, Office of Secondary Education
Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading
Trecina Green, Executive Director, Office of Professional Development
Wendy Clemmons, Bureau Director, Office of Secondary Education
Victoria Johnson, Office Director, English/Language Arts
2016 Mississippi
College- and Career-Readiness
Standards for English Language Arts
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Mississippi Department of Education
Post Office Box 771
Jackson, Mississippi
39205-0771
Office of Elementary Education and Reading
Office of Secondary Education
www.mde.k12.ms.us/ese
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi
School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the
Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color,
religion, national origin, age, or disability in the provision of educational programs and services or
employment opportunities and benefits. The following office has been designated to handle inquiries
and complaints regarding the non-discrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Table of Contents
Introduction .................................................................................................................................... 8
Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts ...... 10
College- and Career-Readiness Anchor Standards ....................................................................... 20
Overview of the MS CCRS Scaffolding Document ........................................................................ 26
MS CCRS for English Language Arts Grades K-2 ............................................................................ 27
Kindergarten ............................................................................................................................. 28
Grade 1 ...................................................................................................................................... 36
Grade 2 ...................................................................................................................................... 44
MS CCRS for English Language Arts Grades 3-5 ............................................................................ 51
Grade 3 ...................................................................................................................................... 52
Grade 4 ...................................................................................................................................... 60
Grade 5 ...................................................................................................................................... 68
MS CCRS for English Language Arts Grades 6-8 ............................................................................ 76
Grade 6 ...................................................................................................................................... 77
Grade 7 ...................................................................................................................................... 86
Grade 8 ...................................................................................................................................... 94
Literacy in History/Social Studies - Grades 6-8 ....................................................................... 102
Literacy in Science and Technical Subjects - Grades 6-8 ........................................................ 103
Writing in History/Social Studies, Science, and Technical Subjects - Grades 6-8 ................... 104
MS CCRS for English Language Arts Grades 9 - 12 ...................................................................... 106
English I ................................................................................................................................... 107
English II .................................................................................................................................. 116
Literacy in History/Social Studies - Grades 9-10 ..................................................................... 126
Literacy in Science and Technical Subjects - Grades 9-10 ...................................................... 127
Writing in History/SS, Science, and Technical Subjects - Grades 9-10 .................................. 128
English III ................................................................................................................................. 131
English IV ................................................................................................................................. 141
Literacy in History/Social Studies - Grades 11-12 ................................................................... 151
Literacy in Science and Technical Subjects - Grades 11-12 .................................................... 152
Writing in History/Social Studies, Science and Technical Subjects - Grades 11-12 ................ 153
High School English Electives ...................................................................................................... 156
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Creative Writing ...................................................................................................................... 157
Debate ..................................................................................................................................... 160
Foundations of Journalism ...................................................................................................... 164
Broadcast Journalism .............................................................................................................. 167
Print Journalism ...................................................................................................................... 169
Mississippi Writers .................................................................................................................. 171
Oral Communication ............................................................................................................... 175
SREB Literacy Ready Course .................................................................................................... 179
Survey of African American Writing ....................................................................................... 182
Survey of Twentieth Century Writing ..................................................................................... 186
Technical and Workplace Writing ........................................................................................... 190
World Literature ..................................................................................................................... 194
Advanced Placement .................................................................................................................. 197
Advanced Placement: English Language and Composition .................................................... 198
Advanced Placement: English Literature and Composition ................................................... 202
Compensatory English ................................................................................................................ 206
Compensatory English I .......................................................................................................... 207
Compensatory English II ......................................................................................................... 208
Compensatory English III ........................................................................................................ 209
Compensatory English IV ........................................................................................................ 210
Glossary ..................................................................................................................................... .212
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Acknowledgements
COMMITTEE MEMBERS (2013)
The Mississippi Department of Education gratefully acknowledges the following individuals who
provided feedback in developing the 2015 Mississippi College- and Career Readiness Standards
for English Language Arts.
Dr. Gloria Bunnell
Joelle Bunnell
Patty Cooper
Jason Frazier
Dr. Joan Haynes
April Holifield-Scott
Dr. Susan Lee
Virginia Leonard
Candy Mize
Genevieve Roman
Dr. Angela Rutherford
Cheryl Thomas
Rashunda Young
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Acknowledgments
COMMITTEE MEMBERS (2015)
The Mississippi Department of Education gratefully acknowledges the hard work of the
following individuals for their involvement in developing the 2016 Mississippi College- and
Career-Readiness Standards for English Language Arts and the supporting documents.
Shamethria Beamon Sunflower Consolidated School District
Kelsey Bush Harrison County School District
Ashely Chism Pearl Public School District
Christine Davidson Rankin County School District
Kalea Derrick Rankin County School District
Shannon Eldridge Desoto County School District
Amy Fleming Pearl River County School District
Lakeesha Getter Senatobia School District
Leslie Holloway Pearl Public School District
Ashley Kazery Hinds County School District
Miranda Kincaid Louisville Municipal School District
Ginny Leonard East Mississippi Community College
Lisa McDonald Petal School District
Kelleigh McLeod Clinton Public School District
Joyce Parker (Community Representative) Greenville Public School District
Kelleigh Reynolds Biloxi Public School District
Tricia Stoll Gulfport School District
Melissa Sundberg Ocean Springs School District
Penny Temples Lumberton Public School District
Jennifer Valentine Jones County School District
Tammy Whitney Neshoba County School District
Trudy Cook, Lead PDC University of Mississippi/MDE
Dana Danis, PDC University of Mississippi/MDE
Jill Hoda MDE/Office of Elementary Education and Reading
Felicia Jackson-Stewart University of Mississippi/MDE
Victoria Johnson MDE/Office of Secondary Education
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Introduction
Mission Statement
The Mississippi Department of Education is dedicated to student success including the
improvement of student achievement in English Language Arts in order to produce citizens who
are capable of making complex decisions, solving complex problems, and
communicating
fluently in a global society. The Mississippi College- and Career-Readiness Standards provide a
consistent, clear understanding of what students are expected to know and be able to do by
the end of each grade level or course. The standards are designed to be robust and relevant to
the real world, reflecting the knowledge and skills that students need for success in college and
careers and to compete in the global economy.
Purpose
The primary purpose of the 2016
Mississippi College- and Career-Readiness Standards
is to
provide a
basis for curriculum development for Grades K-12 English Language Arts teachers in
Mississippi. This document provides an outline of what students should know and be able to do
by the end of each grade level in preparation for college and career. The primary purpose of
this document is to provide a basis for curriculum development for K-12 English Language Arts
teachers, outlining what students should know and be able to do by the end of each grade level
and course. Mississippi-specific courses that were revised to align with the Mississippi College-
and Career-Readiness Standards include Survey of African American Writing, Creative Writing,
Debate, Foundations of Journalism, Broadcast Journalism, Print Journalism, Mississippi Writers,
Oral Communication, Technical and Workplace Writing, Survey of Twentieth Century Writing,
and World Literature. The new Southern Regional Education Board (SREB) Literacy Ready
course is included as a transition to college English course.
Organization of the 2016 Mississippi College- and Career-Readiness Standards
The 2016 Mississippi College- and Career-Readiness Standards are divided into 6 sections. The
first section includes an introduction to the document, an overview of the Mississippi College-
and Career-Readiness Standards for English Language Arts. The second section includes the MS
CCRS for ELA for kindergarten through second grade. The third section includes the MS CCRS
for ELA for grades 3-5. The fourth section includes the MS CCRS for ELA, including Literacy in
Social Studies, Science, and Technical Subjects. The final section includes the Mississippi
Specific High School ELA electives, Advanced Placement courses, and the SREB Bridge Course.
Implementation
The required year for the implementation of the 2016 Mississippi College- and Career-Readiness
Standards is school year 2016-2017.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Mississippi College- and
Career-Readiness Standards
(MS CCRS) for English
Language Arts Overview
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Mississippi College- and Career-Readiness Standards (MS
CCRS) for English Language Arts
OVERVIEW
The Mississippi College- and Career-Readiness Standards (MS CCRS) for English Language Arts &
Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the
culmination of an extended, broad-based effort to fulfill the charge to create next generation
K–12 standards in order to help ensure that all students are college and career ready in literacy
no later than the end of high school.
The Standards set requirements not only for English language arts (ELA) but also for literacy in
history/social studies, science, and technical subjects. Just as students must learn to read,
write, speak, listen, and use language effectively in a variety of content areas, so too must the
Standards specify the literacy skills and understandings required for college and career
readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on
teachers of ELA, history/social studies, science, and technical subjects using their content area
expertise to help students meet the particular challenges of reading, writing, speaking,
listening, and language in their respective fields. It is important to note that the 6–12 literacy
standards in history/social studies, science, and technical subjects are not meant to replace
content standards in those areas but rather to supplement them.
As a natural outgrowth of meeting the charge to define college and career readiness, the
Standards also lay out a vision of what it means to be a literate person in the twenty-first
century. Indeed, the skills and understandings students are expected to demonstrate have wide
applicability outside the classroom or workplace. Students who meet the Standards readily
undertake the close, attentive reading that is at the heart of understanding and enjoying
complex works of literature. They habitually perform the critical reading necessary to pick
carefully through the staggering amount of information available today in print and digitally.
They actively seek the wide, deep, and thoughtful engagement with high-quality literary and
informational texts that builds knowledge, enlarges experience, and broadens worldviews. They
reflexively demonstrate the cogent reasoning and use of evidence that is essential to both
private deliberation and responsible citizenship in a democratic republic. In short, students who
meet the Standards develop the skills in reading, writing, speaking, and listening that are the
foundation for any creative and purposeful expression in language.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Key Design Considerations
Mississippi College- and Career-Readiness and Grade-Specific Standards
The Mississippi College- and Career-Readiness (MS CCRS) standards anchor the document and
define general, cross-disciplinary literacy expectations that must be met for students to be
prepared to enter college and workforce training programs ready to succeed. The K–12 grade-
specific standards define end-of-year expectations and a cumulative progression designed to
enable students to meet college and career readiness expectations no later than the end of
high school. The MS CCRS and high school (grades 9–12) standards work in tandem to define
the college and career readiness line—the former providing broad standards, the latter
providing additional specificity. Hence, both should be considered when developing college and
career readiness assessments.
Students advancing through the grades are expected to meet each year’s grade specific
standards, retain or further develop skills and understandings mastered in preceding grades,
and work steadily toward meeting the more general expectations described by the MS CCRS
standards.
Grade Levels for K–8; Grade Bands for 9–10 and 11–12
The Standards use individual grade levels in kindergarten through grade 8 to provide useful
specificity; the Standards use two-year bands in grades 9–12 to allow flexibility in high school
course design.
A Focus on Results Rather than Means
By emphasizing required achievements, the Standards leave room for school districts to
determine how those goals should be reached and what additional topics should be addressed.
Thus, the Standards do not mandate such things as a particular writing process or the full range
of metacognitive strategies that students may need to monitor and direct their thinking and
learning. Teachers are thus free to provide students with whatever tools and knowledge their
professional judgment and experience identify as most helpful for meeting the goals set out in
the Standards.
An Integrated Model of Literacy
Although the Standards are divided into Reading, Writing, Speaking and Listening, and
Language strands for conceptual clarity, the processes of communication are closely connected,
as reflected throughout this document. For example, Writing standard 9 requires that students
be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the
expectation that students will share findings from their research.
Research and Media Skills Blended into the Standards as a Whole
To be ready for college, workforce training, and life in a technological society, students need
the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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conduct original research in order to answer questions or solve problems, and to analyze and
create a high volume and extensive range of print and non-print texts in media forms old and
new. Research, media skills, and understandings are embedded throughout the Standards
rather than treated in a separate section.
Shared Responsibility for Students’ Literacy Development
The Standards insist that instruction in reading, writing, speaking, listening, and language be a
shared responsibility within the school. The K–5 standards include expectations for reading,
writing, speaking, listening, and language applicable to a range of subjects, including but not
limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the
other for history/social studies, science, and technical subjects. This division reflects the unique,
time-honored place of ELA teachers in developing students’ literacy skills while at the same
time recognizing that teachers in other areas must have a role in this development as well.
Part of the motivation behind the interdisciplinary approach to literacy promulgated by the
Standards is extensive research establishing the need for college and career ready students to
be proficient in reading complex informational text independently in a variety of content areas.
Most of the required reading in college and workforce training programs is informational in
structure and challenging in content; postsecondary education programs typically provide
students with both a higher volume of such reading than is generally required in K–12 schools
and comparatively little scaffolding.
The Standards are not alone in calling for a special emphasis on informational text. The 2009
reading framework of the National Assessment of Educational Progress (NAEP) requires a high
and increasing proportion of informational text on its assessment as students advance through
the grades.
Strategies for Content Area Reading
Though strategies utilized in reading and language arts classes provide the framework that
students need to comprehend content-specific texts, students must also be equipped with
transferable skills and strategies that can be used across grade levels and curricula. The
following are suggestions for content area reading that can be incorporated in all classrooms.
Suggestions for Teaching Content-Specific Vocabulary and Facilitating Comprehension
• Establish goals and purposes for reading.
• Plan pre-reading activities that allow students to develop prerequisite knowledge and
vocabulary about content-specific topics. Activities may include reading materials,
videos, websites, and field trips.
• Plan post-reading activities that allow students to demonstrate mastery of skills and
concepts through visual, kinesthetic, oral, and/or written products. Comprehension is
often aided when linked to the creation of a product.
• Create mental or visual images associated with technical vocabulary words.
• Link new vocabulary with background knowledge.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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• Focus on the semantic relationships of new and familiar words.
• Use synonyms, antonyms, and dictionary definitions to understand the meaning of
specialized and technical vocabulary.
• Analyze the structure of new words (affixes, compound words, etc.) to determine word
meaning.
• Maintain word banks and word walls for new words (Note: Word banks and word walls
should be interactive; students must regularly interact with words banks and word walls
to fully expand their vocabulary and analyze how words and concepts aid in reading
comprehension).
• Use semantic gradients (vocabulary continuums) to illustrate a continuum of words by
degree. Semantic gradients often feature antonyms or opposites on each end of the
continuum. This strategy broadens students’ knowledge of related and opposite words.
• Develop activities that allow students to work collaboratively to figure out the meaning
of new words.
• Encourage students to generate and ask questions of texts.
• Design activities that allow students to make inferences, predict, summarize, and
visualize concepts.
• Examine physical features of texts, such as different kinds of text features, including
typeface, headings, and subheadings.
Many of the suggested strategies (e.g., prediction, summarizing, analyzing text features) must
be directly taught (explicit instruction) and practiced, while other strategies (e.g., creating visual
or mental images) can be components of incidental (implicit) instruction.
Additionally, students must engage in reading, writing, speaking, and listening activities that are
authentic and content-specific. Textbooks and discipline-specific texts, such as primary and
secondary source documents, articles, tables, and graphs, must be cornerstones in social
studies, science, and technical subjects to aid students in using reading strategies that are
discipline-specific.
(Adapted from Research-Based Content Area Reading Instruction, Texas Reading Initiative,
Guidance for Literacy in the Content Areas, Engage NY, and Vocabulary Filters: A Framework for
Choosing Which Words to Teach)
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading
Framework
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress.
Washington, DC: U.S. Government Printing Office.
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The Standards aim to align instruction with this framework so that many more students than at
present can meet the requirements of college and career readiness. In K–5, the Standards
follow NAEP’s lead in balancing the reading of literature with the reading of informational texts,
including texts in history/social studies, science, and technical subjects. In accord with NAEP’s
growing emphasis on informational texts in the higher grades, the Standards demand that a
significant amount of reading of informational texts take place in and outside the ELA
classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific
category of informational text—literary nonfiction—than has been traditional. Because the ELA
classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a
great deal of informational reading in grades 6–12 must take place in other classes if the NAEP
assessment framework is to be matched instructionally.
1
To measure students’ growth toward
college and career readiness, assessments aligned with the Standards should adhere to the
distribution of texts across grades cited in the NAEP framework.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-
publication edition. Iowa City, IA: ACT, Inc.
NAEP likewise outlines a distribution across the grades of the core purposes and types of
student writing. The 2011 NAEP framework, like the Standards, cultivates the development of
three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real
or imagined experience. Evidence concerning the demands of college and career readiness
gathered during development of the Standards concurs with NAEP’s shifting emphases:
standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the
overwhelming focus of writing throughout high school should be on arguments and
informative/explanatory texts.
2
It follows that writing assessments aligned with the Standards should adhere to the distribution
of writing purposes across grades outlined by NAEP.
Focus and Coherence in Instruction and Assessment
While the Standards delineate specific expectations in reading, writing, speaking, listening, and
language, each standard need not be a separate focus for instruction and assessment. Often,
1
The percentages on the table reflect the sum of student reading, not just reading in ELA
settings. Teachers of senior English classes, for example, are not required to devote 70 percent
of reading to informational texts. Rather, 70 percent of student reading across the grade should
be informational.
2
As with reading, the percentages in the table reflect the sum of student writing, not just
writing in ELA settings.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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several standards can be addressed by a single rich task. For example, when editing writing,
students address Writing standard 5 (“Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3
(which deal with conventions of Standard English and knowledge of language). When drawing
evidence from literary and informational texts per Writing Standard 9, students are also
demonstrating their comprehension skill in relation to specific standards in Reading. When
discussing something they have read or written, students are also demonstrating their speaking
and listening skills. The CCR anchor standards themselves provide another source of focus and
coherence.
The same ten CCR anchor standards for Reading apply to both literary and informational texts,
including texts in history/social studies, science, and technical subjects. The ten CCR anchor
standards for Writing cover numerous text types and subject areas. This means that students
can develop mutually reinforcing skills and exhibit mastery.
Students Who are College- and Career-Ready
The descriptions that follow are not standards themselves but instead offer a portrait of
students who meet the standards set out in this document. As students advance through the
grades and master the standards in reading, writing, speaking, listening, and language, they are
able to exhibit with increasing fullness and regularity these capacities of the literate individual.
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a
range of types and disciplines, and they can construct effective arguments and convey intricate
or multifaceted information. Likewise, students are able independently to discern a speaker’s
key points, request clarification, and ask relevant questions. They build on others’ ideas,
articulate their own ideas, and confirm they have been understood. Without prompting, they
demonstrate command of Standard English and acquire and use a wide-ranging vocabulary.
More broadly, they become self-directed learners, effectively seeking out and using resources
to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with
works of quality and substance. They become proficient in new areas through research and
study. They read purposefully and listen attentively to gain both general knowledge and
discipline-specific expertise. They refine and share their knowledge through writing and
speaking.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They
set and adjust purpose for reading, writing, speaking, listening, and language use as warranted
by the task. They appreciate nuances, such as how the composition of an audience should
affect tone when speaking and how the connotations of words affect meaning. They also know
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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that different disciplines call for different types of evidence (e.g., documentary evidence in
history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work
diligently to understand precisely what an author or speaker is saying, but they also question an
author’s or speaker’s assumptions and premises and assess the veracity of claims and the
soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They
use relevant evidence when supporting their own points in writing and speaking, making their
reasoning clear to the reader or listener, and they constructively evaluate others’ use of
evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening,
and language use. They tailor their searches online to acquire useful information efficiently, and
they integrate what they learn using technology with what they learn offline. They are familiar
with the strengths and limitations of various technological tools and mediums and can select
and use those best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in
which people from often widely divergent cultures and who represent diverse experiences and
perspectives must learn and work together. Students actively seek to understand other
perspectives and cultures through reading and listening, and they are able to communicate
effectively with people of varied backgrounds. They evaluate other points of view critically and
constructively. Through reading great classic and contemporary works of literature
representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit
worlds and have experiences much different than their own.
Overall Organization of the Standards for English Language Arts
The Standards comprise three main sections: a comprehensive K–5 section and two content
area–specific sections for grades 6–12, one for ELA and one for history/social studies, science,
and technical subjects.
Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and
Listening, and Language strands; the 6–12 history/ social studies, science, and technical
subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set
of College- and Career-Readiness Anchor Standards that is identical across all grades and
content areas.
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Standards for each grade within K–8 and for grades 9–10 and 11–12 follow the CCR anchor
standards in each strand. Each grade-specific standard (as these standards are collectively
referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each
CCR anchor standard has an accompanying grade-specific standard translating the broader MS
CCRS statement into grade-appropriate end-of-year expectations.
Individual CCR anchor standards can be identified by their strand, CCR status, and number
(R.CCR.6, for example). Individual grade-specific standards can be identified by their strand,
grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands
for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5,
standard 1a. Strand designations can be found in brackets alongside the full strand title.
Who is responsible for which portion of the Standard?
A single K–5 section lists standards for reading, writing, speaking, listening, and language across
the curriculum. Grades 6–12 are covered in two content area–specific sections, the first for the
English language arts teacher and the second for teachers of history/social studies, science, and
technical subjects. Each section uses the same CCR anchor standards but also includes grade-
specific standards tuned to the literacy requirements of the particular discipline(s).
Key Features of the Standards
Reading: Text complexity and the growth of comprehension
The Reading standards place equal emphasis on the sophistication of what students
read and the skill with which they read. Standard 10 defines a grade-by grade
“staircase” of increasing text complexity that rises from beginning reading to the college
and career readiness level. Whatever they are reading, students must also show a
steadily growing ability to discern more from and make fuller use of text, including
making an increasing number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
The following link provides a rubric for determining text complexity of informational
texts:
http://www.mde.k12.ms.us/docs/secondary-education/qualitative-rubrics-for-
measuring-text-complexity-informational-and-literary.pdf?sfvrsn=2
The following link provides a rubric for determining text complexity of literature:
http://www.mde.k12.ms.us/docs/secondary-education/qualitative-rubrics-for-
measuring-text-complexity-informational-and-literary.pdf?sfvrsn=2
Writing: Text types, responding to reading, and research
The Standards acknowledge the fact that whereas some writing skills, such as the ability
to plan, revise, edit, and publish, are applicable to many types of writing, other skills are
more properly defined in terms of specific writing types: arguments,
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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informative/explanatory texts, and narratives. Standard 9 stresses the importance of the
writing-reading connection by requiring students to draw upon and write about
evidence from literary and informational texts. Because of the centrality of writing to
most forms of inquiry, research standards are prominently included in this strand,
though skills important to research are infused throughout the document.
Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and
Listening standards require students to develop a range of broadly useful oral
communication and interpersonal skills. Students must learn to work together, express
and listen carefully to ideas, integrate information from oral, visual, quantitative, and
media sources, evaluate what they hear, use media and visual displays strategically to
help achieve communicative purposes, and adapt speech to context and task.
Language: Conventions, effective use, and vocabulary
The Language standards include the essential “rules” of standard written and spoken
English, but they also approach language as a matter of craft and informed choice
among alternatives. The vocabulary standards focus on understanding words and
phrases, their relationships, and their nuances and on acquiring new vocabulary,
particularly general academic and domain-specific words and phrases.
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College- and Career- Readiness
Anchor Standards
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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College- and Career-Readiness Anchor Standards
COLLEGE- AND CAREER-READINESS STANDARDS: READING
The K–12 standards define what students should understand and be able to do by the end of
each grade. The standards correspond to the College- and Career-Readiness (CCR) anchor
standards below by number. The MS CCRS and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must
demonstrate.
Key Ideas and Details
CCR.R.1
Read closely to determine what the text says explicitly and to make logical
inferences from
it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCR.R.2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCR.R.3
Analyze how and why individuals, events, or ideas develop and interact over
the course of a text.
Craft and Structure
CCR.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
CCR.R.5
Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
CCR.R.6
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCR.R.7
Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
CCR.R.8
Delineate and evaluate the argument and specific claims in a text, including
the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
CCR.R.9
Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
CCR.R.10
Read and comprehend complex literary and informational texts
independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
21
Note on range and content of student reading:
To build a foundation for college and career readiness, students must read widely and deeply
from among a broad range of high-quality, increasingly challenging literary and informational
texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures
and different time periods, students gain literary and cultural knowledge as well as familiarity
with various text structures and elements. By reading texts in history/social studies, science,
and other disciplines, students build a foundation of knowledge in these fields that will also give
them the background to be better readers in all content areas. Students also acquire the habits
of reading independently and closely, which are essential to their future success.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
22
COLLEGE- AND CAREER-READINESS STANDARDS: WRITING
Text Types and Purposes
3
CCR.W.1
Write arguments to support claims in an analysis of substantive topics or texts
using valid reasoning and relevant and sufficient evidence.
CCR.W.2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
CCR.W.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
CCR.W.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCR.W.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
CCR.W.6
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
Research to Build and Present Knowledge
CCR.W.7
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
CCR.W.8
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
CCR.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Range if Writing
CCR.W.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Note on range and content of student writing:
To build a foundation for college and career readiness, students need to learn to use writing as
a way of offering and supporting opinions, demonstrating understanding of the subjects they
are studying, and conveying real and imagined experiences and events. They learn to
appreciate that a key purpose of writing is to communicate clearly to an external, sometimes
unfamiliar audience, and they begin to adapt the form and content of their writing to
accomplish a particular task and purpose. They develop the capacity to build knowledge on a
subject through research projects and to respond analytically to literary and informational
sources. To meet these goals, students must devote significant time and effort to writing,
producing numerous pieces over short and extended time frames throughout the year.
3
These broad types of writing include many subgenres.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
23
COLLEGE- AND CAREER-READINESS STANDARDS: SPEAKING AND LISTENING
Comprehension and Collaboration
CCR.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
CCR.SL.2
Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCR.SL.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
Presentation of Knowledge and Ideas
CCR.SL.4
Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
CCR.SL.5
Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
CCR.SL.6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Note on range and content of student speaking and listening:
To build a foundation for college and career readiness, students must have ample opportunities
to take part in a variety of rich, structured conversations—as part of a whole class, in small
groups, and with a partner. Being productive members of these conversations requires that
students contribute accurate, relevant information; respond to and develop what others have
said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in
various domains.
New technologies have broadened and expanded the role that speaking and listening play in
acquiring and sharing knowledge and have tightened their link to other forms of
communication. Digital texts confront students with the potential for continually updated
content and dynamically changing combinations of words, graphics, images, hyperlinks, and
embedded video and audio.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
24
COLLEGE- AND CAREER-READINESS STANDARDS: LANGUAGE
Conventions of Standard English
CCR.L.1
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
CCR.L.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Knowledge of Language
CCR.L.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
CCR.L.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
CCR.L.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
CCR.L.6
Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Note on range and content of student language usage:
To build a foundation for college and career readiness in language, students must gain control
over many conventions of Standard English grammar, usage, and mechanics as well as learn
other ways to use language to convey meaning effectively. They must also be able to determine
or clarify the meaning of grade-appropriate words encountered through listening, reading, and
media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and
relationships to other words; and expand their vocabulary in the course of studying content.
The inclusion of Language standards in their own strand should not be taken as an indication
that skills related to conventions, effective language use, and vocabulary are unimportant to
reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
25
Mississippi College- and
Career- Readiness Standards
for English Scaffolding
Document
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
26
Overview of the MS CCRS Scaffolding Document
Purpose
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
Organization of the 2016 Mississippi College- and Career-Standards Scaffolding Document
The 2016 Mississippi College- and Career-Readiness Standards Scaffolding Document is divided
by grade level. Within each grade level, the Scaffolding Document is separated into the four
strands identified in the Mississippi College- and Career-Readiness Standards for English
Language Arts: Reading, Writing, Speaking and Listening, and Language.
Each standard is then broken down into three categories: Prerequisite Knowledge, Conceptual
Understanding, and Evidence of Knowledge. The Prerequisite Knowledge column lists the skills
that students should have mastered in previous grades in order to work towards mastery of the
grade-specific standard. In other words, this column details what a student needs to KNOW
before mastering the grade-specific standard. The Conceptual Understanding column explains
the deeper understanding of concepts, not actions or skills, which are required for mastery of
the grade specific standard. In other words, this column explains what a student needs to
UNDERSTAND before mastering the grade-specific standard. The last column, Evidence of
Knowledge, explains what student mastery looks like, including what work a student produces
to exhibit mastery of the grade-specific standard. In other words, this column describes what a
student needs to DO to show mastery of the grade-specific standard.
Finally, key terms are included for each standard. These key terms include the ideas, concepts,
and verbs that are necessary for mastery of the standard.
A link to the scaffolding document can be found on the last page of each grade level’s
standards. The scaffolding documents for all grades may be accessed here:
http://www.mde.k12.ms.us/ESE/ccr
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
27
MS CCRS for English Language
Arts Grades K-2
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
28
Kindergarten
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.K.1
With prompting and support, ask and answer questions about key details in a
text.
RL.K.2
With prompting and support, retell familiar stories, including key details.
RL.K.3
With prompting and support, identify characters, settings, and major events in
a story.
Craft and Structure
RL.K.4
Ask and answer questions about unknown words in a text.
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
RL.K.6
With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
Integration of Knowledge and Ideas
RL.K.7
With prompting and support, describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an illustration
depicts).
RL.K.8 Not applicable to literature.
RL.K.9
With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
RL.K.10
Actively engage in group reading activities with purpose and understanding.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Kindergarten
Reading Informational Text
Key Ideas and Details
RI.K.1
With prompting and support, ask and answer questions about key details in a
text.
RI.K.2
With prompting and support, identify the main topic and retell key details of a
text.
RI.K.3
With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
Craft and Structure
RI.K.4
With prompting and support, ask and answer questions about unknown words
in a text.
RI.K.5
Identify the front cover, back cover, and title page of a book.
RI.K.6
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
RI.K.7
With prompting and support, describe the relationship between illustrations
and the text in which they appear (e.g., what person, place, thing, or idea in the
text an illustration depicts).
RI.K.8
With prompting and support, identify the reasons an author gives to support
points in a text.
RI.K.9
With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
Range of Reading and Level of Text Complexity
RI.K.10
Actively engage in group reading activities with purpose and understanding.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
30
Kindergarten
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1a
Follow words from left to right, top to bottom, and page by page.
RF.K.1b
Recognize that spoken words are represented in written language by specific
sequences of letters.
RF.K.1c
Understand that words are separated by spaces in print.
RF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2a
Recognize and produce rhyming words.
RF.K.2b
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2c
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
in three-phoneme (consonant-vowel-consonant, or CVC) words.
1
(This does
not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2e
Add or substitute individual sounds (phonemes) in simple, one-syllable words
to make new words.
Phonics and Word Recognition
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each
consonant.
RF.K.3b
Associate the long and short sounds with the common spellings (graphemes)
for the five major vowels.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
31
Kindergarten
RF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
RF.K.3d
Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency
RF.K.4
Read emergent-reader texts with purpose and understanding.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
32
Kindergarten
The following standards for Kindergarten offer a focus for instruction each year to help ensure
that students gain adequate mastery of a range of skills and applications. Each year in their
writing, students should demonstrate increasing sophistication in all aspects of language use,
from vocabulary and syntax to the development and organization of ideas, and they should
address increasingly demanding content and sources. Students advancing through the grades
are expected to meet each year’s grade-specific standards and retain or further develop skills
and understandings mastered in preceding grades. The expected growth in student writing
ability is reflected both in the standards themselves.
Writing
Text Types and Purposes
W.K.1
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 writing
about and state an opinion or preference about the topic or book (e.g., My
favorite book is...).
W.K.2
Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.
W.K.3
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 which they
occurred, and provide a reaction to what happened.
Production and Distribution of Writing
W.K.4
Begins in grade 3.
W.K.5
With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
W.K.6
With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.K.7
Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
W.K.8
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.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
33
Kindergarten
The following standards for Kindergarten offer a focus for instruction each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.K.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1a
Follow agreed-upon rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts under discussion).
SL.K.1b
Continue a conversation through multiple exchanges.
SL.K.2
Confirm understanding of a text read aloud or information presented orally or
through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Presentation of Knowledge and Ideas
SL.K.4
Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide
additional detail.
SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
34
Kindergarten
The following standards for grades Kindergarten offer a focus for instruction each year to help
ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Language
Conventions of Standard English
L.K.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing or keyboarding) or speaking.
L.K.1a
Print many upper- and lowercase letters.
L.K.1b
Use frequently occurring nouns and verbs.
L.K.1c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes).
L.K.1d
Understand and use question words (interrogatives) (e.g., who, what,
where, when, why, how).
L.K.1e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on,
off, for, of, by, with).
L.K.1f
Produce and expand complete sentences in shared language activities.
L.K.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.K.2a
Capitalize the first word in a sentence and the pronoun I.
L.K.2b
Recognize and name end punctuation.
L.K.2c
Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
L.K.2d
Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
Knowledge of Language
L.K.3
Begins in grade 2.
Vocabulary Acquisition and Use
L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
L.K.4a
Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
L.K.4b
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-,
un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
L.K.5
With guidance and support from adults, explore word relationships and
nuances in word meanings.
L.K.5a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of
the concepts the categories represent.
L.K.5b
Demonstrate understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms).
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
35
Kindergarten
L.K.5c
Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
L.K.5d
Distinguish shades of meaning among verbs describing the same general
action (e.g., walk, march, strut, prance) by acting out the meanings.
L.K.6
Use words and phrases acquired through conversations, reading and being read
to, and responding to texts.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
36
Grade 1
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.3
Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal
to the senses.
RL.1.5
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
RL.1.6
Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or
events.
RL.1.8
Not applicable to literature.
RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity
for grade 1.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
37
Grade 1
Reading Informational Text
Key Ideas and Details
RI.1.1
Ask and answer questions about key details in a text.
RI.1.2
Identify the main topic and retell key details of a text.
RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Craft and Structure
RI.1.4
Ask and answer questions to help determine or clarify the meaning of words
and phrases in a text.
RI.1.5
Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6
Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
Integration of Knowledge and Ideas
RI.1.7
Use the illustrations and details in a text to describe its key ideas.
RI.1.8
Identify the reasons an author gives to support points in a text.
RI.1.9
Identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.1.10
With prompting and support, read informational texts appropriately complex
for grade 1.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
38
Grade 1
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
RF.1.1
Demonstrate understanding of the organization and basic features of print.
RF.1.1a
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
Phonological Awareness
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2b
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
RF.1.2c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes)
in spoken single-syllable words.
RF.1.2d
Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
Phonics and Word Recognition
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3a
Know the spelling-sound correspondences for common consonant
digraphs.
RF.1.3b
Decode regularly spelled one-syllable words
RF.1.3c
Know final -e and common vowel team conventions for representing long
vowel sounds.
RF.1.3d
Use knowledge that every syllable must have a vowel sound to determine
the number of syllables in a printed word.
RF.1.3e
Decode two-syllable words following basic patterns by breaking the words
into syllables.
RF.1.3f
Read words with inflectional endings.
RF.1.3g
Recognize and read grade-appropriate irregularly spelled words.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
39
Grade 1
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b
Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
RF.1.4c
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
40
Grade 1
The following standards for Grade 1 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is
reflected both in the standards themselves.
Writing
Text Types and Purposes
W.1.1
Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
W.1.2
Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
W.1.3
Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
Production and Distribution of Writing
W.1.4 Begins in grade 3.
W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
W.1.6
With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.1.7
Participate in shared research and writing projects (e.g., explore a number of
“how-to” books on a given topic and use them to write a sequence of
instructions).
W.1.8
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
W.1.9
Begins in grade 4.
Range of Writing
W.1.10
Begins in grade 3.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
41
Grade 1
The following standards for Grade 1 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1a
Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
SL.1.1b
Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
SL.1.1c
Ask questions to clear up any confusion about the topics and texts under
discussion.
SL.1.2
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
SL.1.3
Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
SL.1.4
Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
SL.1.5
Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts, and feelings.
SL.1.6
Produce complete sentences when appropriate to task and situation.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
42
Grade 1
The following standards for Grade 1 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Language
Conventions of Standard English
L.1.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing or keyboarding) or speaking.
L.1.1a
Print all upper- and lowercase letters.
L.1.1b
Use common, proper, and possessive nouns.
L.1.1c
Use singular and plural nouns with matching verbs in basic sentences (e.g.,
He hops; We hop).
L.1.1d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their, anyone, everything).
L.1.1e
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I
walked home; Today I walk home; Tomorrow I will walk home).
L.1.1f
Use frequently occurring adjectives.
L.1.1g
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1h
Use determiners (e.g., articles, demonstratives).
L.1.1i
Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1j
Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to
prompts.
L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.1.2a
Capitalize dates and names of people.
L.1.2b
Use end punctuation for sentences.
L.1.2c
Use commas in dates and to separate single words in a series.
L.1.2d
Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
L.1.2e
Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
Knowledge of Language
L.1.3
Begins in grade 2.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
43
Grade 1
Vocabulary Acquisition and Use
L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array
of strategies.
L.1.4a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4b
Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4c
Identify frequently occurring root words (e.g., look) and their inflectional
forms (e.g., looks, looked, looking).
L.1.5
With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
L.1.5a
Sort words into categories (e.g., colors, clothing) to gain a sense of the
concepts the categories represent.
L.1.5b
Define words by category and by one or more key attributes (e.g., a duck is
a bird that swims; a tiger is a large cat with stripes).
L.1.5c
Identify real-life connections between words and their use (e.g., note
places at home that are cozy).
L.1.5d
Distinguish shades of meaning among verbs differing in manner (e.g., look,
peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g.,
large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6
Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to
signal simple relationships (e.g., because).
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
44
Grade 2
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.3
Describe how characters in a story respond to major events and challenges.
Craft and Structure
RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RL.2.6
Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
RL.2.7
Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
RL.2.8
(not applicable to literature)
RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
RL.2.10
By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
45
Grade 2
Reading Informational Text
Key Ideas and Details
RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI.2.2
Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area.
RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information
in a text efficiently.
RI.2.6
Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.
Integration of Knowledge and Ideas
RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
RI.2.8
Describe how reasons support specific points the author makes in a text.
RI.2.9
Compare and contrast the most important points presented by two texts on the
same topic.
Range of Reading and Level of Text Complexity
RI.2.10
By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2–3 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
46
Grade 2
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
Not applicable in grade 2.
Phonological Awareness
Not applicable in grade 2.
Phonics and Word Recognition
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a
Distinguish long and short vowels when reading regularly spelled one-
syllable words.
RF.2.3b
Know spelling-sound correspondences for additional common vowel
teams.
RF.2.3c
Decode regularly spelled two-syllable words with long vowels.
RF.2.3d
Decode words with common prefixes and suffixes.
RF.2.3e
Identify words with inconsistent but common spelling-sound
correspondences.
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a
Read grade-level text with purpose and understanding.
RF.2.4b
Read grade-level text orally with accuracy, appropriate rate, and expression
on successive readings.
RF.2.4c
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
47
Grade 2
The following standards for Grade 2 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is
reflected both in the standards themselves.
Writing
Text Types and Purposes
W.2.1
Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or
section.
W.2.3
Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
W.2.4
Begins in grade 3.
W.2.5
With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
W.2.6
With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.2.7
Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
W.2.8
Recall information from experiences or gather information from provided
sources to answer a question.
W.2.9
Begins in grade 4.
Range of Writing
W.2.10
Begins in grade 3.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
48
Grade 2
The following standards for Grade 2 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.2.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
SL.2.1a
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
SL.2.1b
Build on others’ talk in conversations by linking their comments to the
remarks of others.
SL.2.1c
Ask for clarification and further explanation as needed about the topics and
texts under discussion.
SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3
Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
Presentation of Knowledge and Ideas
SL.2.4
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.5
Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
SL.2.6
Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 2 Language standards 1 for
specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
49
Grade 2
The following standards for Grade 2 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Language
Conventions of Standard English
L.2.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.2.1a
Use collective nouns (e.g., group).
L.2.1b
Form and use frequently occurring irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
L.2.1c
Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d
Form and use the past tense of frequently occurring irregular verbs (e.g.,
sat, hid, told).
L.2.1e
Use adjectives and adverbs, and choose between them depending on what
is to be modified.
L.2.1f
Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The
action movie was watched by the little boy).
L.2.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2a
Capitalize holidays, product names, and geographic names.
L.2.2b
Use commas in greetings and closings of letters.
L.2.2c
Use an apostrophe to form contractions and frequently occurring
possessives.
L.2.2d
Generalize learned spelling patterns when writing words (e.g., cage →
badge; boy → boil).
L.2.2e
Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
Knowledge of Language
L.2.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.2.3a
Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array
of strategies.
L.2.4a
Use sentence-level context as a clue to the meaning of a word or phrase.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
50
Grade 2
L.2.4b
Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c
Use a known root word as a clue to the meaning of an unknown word
with the same root (e.g., addition, additional).
L.2.4d
Use knowledge of the meaning of individual words to predict the
meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
L.2.4e
Use glossaries and beginning dictionaries, both print and digital, to
determine or clarify the meaning of words and phrases.
L.2.5
Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.5a
Identify real-life connections between words and their use (e.g., describe
foods that are spicy or juicy).
L.2.5b
Distinguish shades of meaning among closely related verbs (e.g., toss,
throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,
scrawny
).
L.2.6
Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to
describe (e.g., When other kids are happy that makes me happy).
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
51
MS CCRS for English Language
Arts Grades 3-5
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
52
Grade 3
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
Craft and Structure
RL.3.4
Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a
text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
RL.3.6
Distinguish their own point of view from that of the narrator or those of the
characters.
Integration of Knowledge and Ideas
RL.3.7
Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting).
RL.3.8
(not applicable to literature)
RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters (e.g., in books from a series).
Range of Reading and Level of Text Complexity
RL.3.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2–3 text complexity band
independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
53
Grade 3
Reading Informational Text
Key Ideas and Details
RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI.3.2
Determine the main idea of a text; recount the key details and explain how they
support the main idea.
RI.3.3
Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
Craft and Structure
RI.3.4
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.
RI.3.6
Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur).
RI.3.8
Describe the logical conne
ction between particular sentences and paragraphs in
a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9
Compare and contrast the most important points and key details presented in
two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.3.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades
2–3 text complexity band independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
54
Grade 3
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
Not applicable in grade 3.
Phonological Awareness
Not applicable in grade 3.
Phonics and Word Recognition
RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a
Identify and know the meaning of the most common prefixes and
derivational suffixes.
RF.3.3b
Decode words with common Latin suffixes.
RF.3.3c
Decode multisyllable words.
RF.3.3d
Read grade-appropriate irregularly spelled words.
Fluency
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a
Read grade-level text with purpose and understanding.
RF.3.4b
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
RF.3.4c
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
55
Grade 3
The following standards for Grade 3 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is
reflected both in the standards themselves.
Writing
Text Types and Purposes
W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a
Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
W.3.1b
Provide reasons that support the opinion.
W.3.1c
Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
W.3.1d
Provide a concluding statement or section.
W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.3.2a
Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
W.3.2b
Develop the topic with facts, definitions, and details.
W.3.2c
Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
W.3.2d
Provide a concluding statement or section.
W.3.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.3.3a
Establish a situation and introduce a narrator and/or characters; organize
an event sequence that unfolds naturally.
W.3.3b
Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
W.3.3c
Use temporal words and phrases to signal event order.
W.3.3d
Provide a sense of closure.
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.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
56
Grade 3
W.3.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including
grade 3).
W.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.
Research to Build and Present Knowledge
W.3.7
Conduct short research projects that build knowledge about a topic.
W.3.8
Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided
categories.
W.3.9
Begins in grade 4.
Range of Writing
W.3.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
57
Grade 3
The following standards for Grade 3 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
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.
SL.3.1a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL.3.1b
Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
SL.3.1c
Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.
SL.3.1d
Explain their own ideas and understanding in light of the discussion.
SL.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.
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.
SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details.
SL.3.6
Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 3 Language standards 1 and
3 for specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 3
The following standards for Grade 3 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Language
Conventions of Standard English
L.3.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.3.1a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
L.3.1b
Form and use regular and irregular plural nouns.
L.3.1c Use abstract nouns (e.g., childhood).
L.3.1d
Form and use regular and irregular verbs.
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f
Ensure subject-verb and pronoun-antecedent agreement.
L.3.1g
Form and use comparative and superlative adjectives and adverbs, and
choose between them depending on what is to be modified.
L.3.1h
Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
L.3.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.3.2a
Capitalize appropriate words in titles.
L.3.2b
Use commas in addresses.
L.3.2c
Use commas and quotation marks in dialogue.
L.3.2d
Form and use possessives.
L.3.2e
Use conventional spelling for high-frequency and other studied words and
for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f
Use spelling patterns and generalizations (e.g., word families, position-
based spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.
L.3.2g
Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
Knowledge of Language
L.3.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 3
L.3.3a
Choose words and phrases for effect.
L.3.3b
Recognize and observe differences between the conventions of spoken
and written standard English.
Vocabulary Acquisition and Use
L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word
and phrases based on grade 3 reading and content, choosing flexibly from a
range of strategies.
L.3.4a
Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b
Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4c
Use a known root word as a clue to the meaning of an unknown word
with the same root (e.g., company, companion).
L.3.4d
Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.
L.3.5
Demonstrate understanding of figurative language, word relationships and
nuances in word meanings.
L.3.5a
Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
L.3.5b
Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
L.3.5c
Distinguish shades of meaning among related words that describe states
of mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered).
L.3.6
Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went
looking for them).
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
60
Grade 4
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions).
Craft and Structure
RL.4.4
Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.,
Herculean).
RL.4.5
Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts
of characters, settings, descriptions, dialogue, stage directions) when writing or
speaking about a text.
RL.4.6
Compare and contrast the point of view from which different stories are
narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific
descriptions and directions in the text.
RL.4.8
Not applicable to literature.
RL.4.9
Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in stories,
myths, and traditional literature from different cultures.
Range of Reading and Level of Text Complexity
RL.4.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 4
Reading Informational Text
Key Ideas and Details
RI.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.4.2
Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information
in the text.
Craft and Structure
RI.4.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of
a text.
RI.4.6
Compare and contrast a firsthand and secondhand account of the same event
or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the
text in which it appears.
RI.4.8
Explain how an author uses reasons and evidence to support particular points in
a text.
RI.4.9
Integrate information from two texts on the same topic in order to write or
speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
RI.4.10
By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of the
range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
62
Grade 4
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
Not applicable in grade 4.
Phonological Awareness
Not applicable in grade 4.
Phonics and Word Recognition
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3a
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Fluency
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a
Read grade-level text with purpose and understanding.
RF.4.4b
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
RF.4.4c
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
63
Grade 4
The following standards for Grade 4 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is
reflected both in the standards themselves.
Writing
Text Types and Purposes
W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
W.4.1a
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer’s purpose.
W.4.1b
Provide reasons that are supported by facts and details.
W.4.1c
Link opinion and reasons using words and phrases (e.g., for instance, in
order to, in addition).
W.4.1d
Provide a concluding statement or section related to the opinion
presented.
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.4.2a
Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
W.4.2b
Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W.4.2c
Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
W.4.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.4.2e
Provide a concluding statement or section related to the information or
explanation presented.
W.4.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.4.3a
Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
W.4.3b
Use dialogue and description to develop experiences and events or show
the responses of characters to situations.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 4
W.4.3c
Use a variety of transitional words and phrases to manage the sequence of
events.
W.4.3d
Use concrete words and phrases and sensory details to convey experiences
and events precisely.
W.4.3e
Provide a conclusion that follows from the narrated experiences or events.
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.)
W.4.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including
grade 4.)
W.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.
Research to Build and Present Knowledge
W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
W.4.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
W.4.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.4.9a
Apply grade 4 Reading standards to literature (e.g., “Describe in depth a
character, setting, or event in a story or drama, drawing on specific details
in the text [e.g., a character’s thoughts, words, or actions].”).
W.4.9b
Apply grade 4 Reading standards to informational texts (e.g., “Explain how
an author uses reasons and evidence to support particular points in a
text”).
Range of Writing
W.4.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
65
Grade 4
The following standards for Grade 4 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
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.
SL.4.1a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL.4.1b
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c
Pose and respond to specific questions to clarify or follow up on
i
nformation, and make comments that contribute to the discussion and link
to the remarks of others.
SL.4.1d
Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
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.
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
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. (See
grade 4 Language standards 1 for specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
66
Grade 4
The following standards for Grade 4 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.4.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.4.1a
Use relative pronouns (who, whose, whom, which, that) and relative
adverbs (where, when, why).
L.4.1b
Form and use the progressive (e.g., I was walking; I am walking; I will be
walking) verb tenses.
L.4.1c
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1d
Order adjectives within sentences according to conventional patterns (e.g.,
a small red bag rather than a red small bag).
L.4.1e
Form and use prepositional phrases.
L.4.1f
Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.*
L.4.1g
Correctly use frequently confused words (e.g., to, too, two; there, their).*
L.4.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.4.2a
Use correct capitalization.
L.4.2b
Use commas and quotation marks to mark direct speech and quotations
from a text.
L.4.2c
Use a comma before a coordinating conjunction in a compound sentence.
L.4.2d
Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
L.4.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.4.3a
Choose words and phrases to convey ideas precisely.*
L.4.3b
Choose punctuation for effect.*
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 4
L.4.3c
Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion).
Vocabulary Acquisition and Use
L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a
range of strategies.
L.4.4a
Use context (e.g., definitions, examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L.4.4b
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
L.4.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.4.5a
Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
L.4.5b
Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c
Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings
(synonyms).
L.4.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are
basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery. The Scaffolding Document can be found at
http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
68
Grade 5
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
Reading Literature
Key Ideas and Details
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.2
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
RL.5.3
Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
RL.5.4
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are
described.
Integration of Knowledge and Ideas
RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone,
or beauty of a text (e.g., graphic novel, multimedia presentation of fiction,
folktale, myth, poem).
RL.5.8
Not applicable to literature.
RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
RL.5.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4–5 text complexity band
independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 5
Reading Informational Text
Key Ideas and Details
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RI.5.2
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI.5.3
Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
Craft and Structure
RI.5.4
Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in
two or more texts.
RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Integration of Knowledge and Ideas
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem
efficiently.
RI.5.8
Explain how an author uses reasons and evidence to support particular points in
a text, identifying which reasons and evidence support which point(s).
RI.5.9
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
RI.5.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades
4–5 text complexity band independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
70
Grade 5
These standards are directed toward fostering students’ understanding and working knowledge
of concepts of print, the alphabetic principle, and other basic conventions of the English writing
system. These foundational skills are not an end in and of themselves; rather, they are
necessary and important components of an effective, comprehensive reading program
designed to develop proficient readers with the capacity to comprehend texts across a range of
types and disciplines. Instruction should be differentiated: good readers will need much less
practice with these concepts than struggling readers will. The point is to teach students what
they need to learn and not what they already know—to discern when particular children or
activities warrant more or less attention.
Reading Foundational Skills
Print Concepts
Not applicable in grade 5.
Phonological Awareness
Not applicable in grade 5.
Phonics and Word Recognition
RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3a
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Fluency
RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a
Read grade-level text with purpose and understanding.
RF.5.4b
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
RF.5.4c
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
71
Grade 5
The following standards for Grade 5 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is
reflected both in the standards themselves.
Writing
Text Types and Purposes
W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
W.5.1a
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support the
writer’s purpose.
W.5.1b
Provide logically ordered reasons that are supported by facts and details.
W.5.1c
Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
W.5.1d
Provide a concluding statement or section related to the opinion
presented.
W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.5.2a
Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
W.5.2b
Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W.5.2c
Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W.5.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.5.2e
Provide a concluding statement or section related to the information or
explanation presented.
W.5.3
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.5.3a
Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 5
W.5.3b
Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
W.5.3c
Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
W.5.3d
Use concrete words and phrases and sensory details to convey experiences
and events precisely.
W.5.3e
Provide a conclusion that follows from the narrated experiences or events.
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.)
W.5.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 5.)
W.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.
Research to Build and Present Knowledge
W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
W.5.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
W.5.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.5.9a
Apply grade 5 Reading standards to literature (e.g., “Compare and contrast
two or more characters, settings, or events in a story or a drama, drawing
on specific details in the text [e.g., how characters interact]”).
W.5.9b
Apply grade 5 Reading standards to informational texts (e.g., “Explain how
an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point[s]”).
Range of Writing
W.5.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 5
The following standards for Grade 5 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
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.
SL.5.1a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL.5.1b
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c
Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
SL.5.1d
Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
SL.5.2
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
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.
SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.
SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (See grade 5 Language standards 1 and 3 for
specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 5
The following standards for Grade 5 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.5.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.5.1a
Explain the function of conjunctions, prepositions, and interjections in
general and their function in particular sentences.
L.5.1b
Form and use the perfect (e.g., I had walked; I have walked; I will have
walked) verb tenses.
L.5.1c
Use verb tense to convey various times, sequences, states, and conditions.
L.5.1d
Recognize and correct inappropriate shifts in verb tense.*
L.5.1e
Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.5.2a
Use punctuation to separate items in a series.*
L.5.2b
Use a comma to separate an introductory element from the rest of the
sentence.
L.5.2c
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set
off a ta
g question from the rest of the sentence (e.g., It’s true, isn’t it?), and
to indicate direct address (e.g., Is that you, Steve?).
L.5.2d
Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e
Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
L.5.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.5.3a
Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.
L.5.3b
Compare and contrast the varieties of English (e.g., dialects, registers) used
in stories, dramas, or poems.
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Grade 5
Vocabulary Acquisition and Use
L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 5 reading and content, choosing flexibly from a
range of strategies.
L.5.4a
Use context (e.g., cause/effect relationships and comparisons in text) as
a clue to the meaning of a word or phrase.
L.5.4b
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
L.5.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.5.5a
Interpret figurative language, including similes and metaphors, in
context.
L.5.5b
Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.5.5c
Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
L.5.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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MS CCRS for English Language
Arts Grades 6-8
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 6
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text based upon this
determination.
RL.6.3
Describe how the plot of a literary text unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
Craft and Structure
RL.6.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or
plot.
RL.6.6
Explain how an author develops the point of view of the narrator or speaker in
a text.
Integration of Knowledge and Ideas
RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version of the text, including
contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.
RL.6.8
Not applicable to literature.
RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and
poems; historical novels and fantasy stories) in terms of their approaches to
similar themes and topics.
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Grade 6
Range of Reading and Level of Text Complexity
RL.6.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 6
Reading Informational Text
Key Ideas and Details
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or
judgments.
RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
RI.6.9
Compare and contrast one author’s presentation of events with that of another
(e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 6
The following standards for Grade 6 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a
Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1b
Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
W.6.1c
Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons.
W.6.1d
Establish and maintain a formal style.
W.6.1e
Provide a concluding statement or section that follows from the argument
presented.
W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
W.6.2a
Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
W.6.2b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.6.2c
Use appropriate transitions to clarify the relationships among ideas and
concepts.
W.6.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.6.2e
Establish and maintain a formal style.
W.6.2f
Provide a concluding statement or section that follows from the
information or explanation presented.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 6
W.6.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
W.6.3a
Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
W.6.3b
Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
W.6.3c
Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
W.6.3d
Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.
W.6.3e
Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.6.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.6.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 6.)
W.6.6
Use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills.
Research to Build and Present Knowledge
W.6.7
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
W.6.8
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information
for sources.
W.6.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.6.9a
Apply grade 6 Reading standards to literary texts (e.g., “Compare and
contrast texts in different forms or genres [e.g., stories and poems;
historical novels and fantasy stories] in terms of their approaches to similar
themes and topics”).
W.6.9b
Apply grade 6 Reading standards to literary nonfiction and/or informational
texts (e.g., “Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from
claims that are not”).
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Grade 6
Range of Writing
W.6.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
83
Grade 6
The following standards for Grade 6 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.6.1a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
SL.6.1b
Follow rules for collegial discussions, set specific goals and deadlines, and
define individual roles as needed.
SL.6.1c
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
SL.6.1d
Review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
SL.6.2
Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.
SL.6.3
Delineate a speaker’s argument and specific claims, distinguishing claims that
are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
SL.6.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 6 Language standards
1 and 3 for specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 6
The following standards for grades 6–12 offer a focus for instruction each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.6.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.6.1a
Ensure that pronouns are in the proper case (subjective, objective,
possessive).
L.6.1b
Use intensive pronouns (e.g., myself, ourselves).
L.6.1c
Recognize and correct inappropriate shifts in pronoun number and
person.*
L.6.1d
Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).*
L.6.1e
Recognize variations from standard English in their own and others' writing
and speaking, and identify and use strategies to improve expression in
conventional language.*
L.6.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.6.2a
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
L.6.2b
Spell correctly.
Knowledge of Language
L.6.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.6.3a
Vary sentence patterns for meaning, reader/listener interest, and style.*
L.6.3b
Maintain consistency in style and tone.*
Vocabulary Acquisition and Use
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range
of strategies.
L.6.4a
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or
phrase.
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Grade 6
L.6.4b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., audience, auditory, audible).
L.6.4c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
L.6.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.6.5a
Interpret figures of speech (e.g., personification) in context.
L.6.5b
Use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
L.6.5c
Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).
L.6.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
86
Grade 7
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.7.1
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.7.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an accurate summary of the
text based upon this analysis.
RL.7.3
Analyze how particular elements of a literary text interact (e.g., how setting
shapes the characters or plot).
Craft and Structure
RL.7.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choice (e.g., alliteration) on meaning and tone.
RL.7.5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
RL.7.6
Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
Integration of Knowledge and Ideas
RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed,
staged, or multimedia version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera focus and angles in a
film).
RL.7.8
Not applicable to literature.
RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how
authors of fiction use or alter history.
Range of Reading and Level of Text Complexity
RL.7.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 7
Reading Informational Text
Key Ideas and Details
RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.7.2
Determine a central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by
specific details; provide an accurate summary of the text based upon this
analysis.
RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events, or how individuals influence ideas or
events).
Craft and Structure
RI.7.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
a specific word choice on meaning and tone.
RI.7.5
Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas.
RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the
author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas
RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the
text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of
a speech affects the impact of the words).
RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims.
RI.7.9
Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or
advancing different interpretations of facts.
Range of Reading and Level of Text Complexity
RI.7.10
By the end of the year, read and comprehend literary nonfiction in the grades
6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 7
The following standards for Grade 7 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
W.7.1a
Introduce claim(s), acknowledge alternate or opposing claims, and organize
the reasons and evidence logically.
W.7.1b
Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
W.7.1c
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
W.7.1d
Establish and maintain a formal style.
W.7.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.7.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
W.7.2a
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
W.7.2b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
W.7.2c
Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
W.7.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.7.2e
Establish and maintain a formal style.
W.7.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented.
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Grade 7
W.7.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
W.7.3a
Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
W.7.3b
Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
W.7.3c
Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another.
W.7.3d
Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
W.7.3e
Provide a conclusion that follows from and reflects on the narrated
experiences or events.
Production and Distribution of Writing
W.7.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.7.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 7.)
W.7.6
Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including
linking to and citing sources.
Research to Build and Present Knowledge
W.7.7
Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further
research and investigation.
W.7.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W.7.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.7.9a
Apply grade 7 Reading standards to literary texts (e.g., “Compare and
contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of
fiction use or alter history”).
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Grade 7
W.7.9b
Apply grade 7 Reading standards to literary nonfiction and/or informational
texts (e.g. “Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims”).
Range of Writing
W.7.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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Grade 7
The following standards for Grade 7 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.7.1a
Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1b
Follow rules for collegial discussions, track progress toward specific goals
and deadlines, and define individual roles as needed.
SL.7.1c
Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion
back on topic as needed.
SL.7.1d
Acknowledge new information expressed by others and, when warranted,
modify their own views.
SL.7.2
Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
SL.7.3
Delineate a speaker’s argument and specific claims, evaluating the soundness
of the reasoning and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas
SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.5
Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 7 Language standards
1 and 3 for specific expectations.)
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Grade 7
The following standards for Grade 7 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.7.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.7.1a
Explain the function of phrases and clauses in general and their function in
specific sentences.
L.7.1b
Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
L.7.1c
Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
L.7.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.7.2a
Use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,] green shirt).
L.7.2b
Spell correctly.
Knowledge of Language
L.7.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.7.3a
Choose language that expresses ideas precisely and concisely, recognizing
and eliminating wordiness and redundancy.*
Vocabulary Acquisition and Use
L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range
of strategies.
L.7.4a
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or
phrase.
L.7.4b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., belligerent, bellicose, rebel).
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Grade 7
L.7.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
L.7.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.7.5a
Interpret figures of speech (e.g., literary, biblical, and mythological
allusions) in context.
L.7.5b
Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words.
L.7.5c
Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
L.7.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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Grade 8
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
RL.8.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an accurate summary of the text
based upon this analysis.
RL.8.3
Analyze how particular lines of dialogue or incidents in a literary text propel the
action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.8.4
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
RL.8.5
Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
RL.8.6
Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create such
effects as suspense or humor.
Integration of Knowledge and Ideas
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama
stays faithful to or departs from the text or script, evaluating the choices made
by the director or actors.
RL.8.8
Not applicable to literature.
RL.8.9
Analyze how myths, traditional stories, or religious works such as the Bible
influence themes, patterns of events, or character types in a modern work,
including how the material is rendered new.
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Range of Reading and Level of Text Complexity
RL.8.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poems, at the high end of grades 6–8 text complexity band
independently and proficiently.
Grade 8
Reading Informational Text
Key Ideas and Details
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
RI.8.2
Determine a central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by
specific details; provide an accurate summary of the text based upon this
analysis.
RI.8.3
Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Craft and Structure
RI.8.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts.
RI.8.5
Analyze the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
Integration of Knowledge and Ideas
RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.
RI.8.9
Analyze a case in which two or more texts provide conflicting information on
the same topic and identify where the texts disagree on matters of fact or
interpretation.
Range of Reading and Level of Text Complexity
RI.8.10
By the end of the year, read and comprehend literary nonfiction at the high end
of the grades 6–8 text complexity band independently and proficiently.
Grade 8
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The following standards for Grade 8 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.8.1
Write arguments to support claims with clear reasons and relevant evidence.
W.8.1a
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
W.8.1c
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1d
Establish and maintain a formal style.
W.8.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.8.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
W.8.2a
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
W.8.2b
Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
W.8.2c
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
W.8.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W.8.2e
Establish and maintain a formal style.
W.8.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Grade 8
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W.8.3
Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
W.8.3a
Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
W.8.3b
Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
W.8.3c
Use a variety of transition words, phrases, and clauses to convey sequence,
signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
W.8.3d
Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
W.8.3e
Provide a conclusion that follows from and reflects on the narrated
experiences or events.
Production and Distribution of Writing
W.8.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.8.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 8.)
W.8.6
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as
to interact and collaborate with others.
Research to Build and Present Knowledge
W.8.7
Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
W.8.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W.8.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.8.9a
Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern
work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible,
including describing how the material is rendered new”).
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Grade 8
W.8.9b
Apply grade 8 Reading standards to literary nonfiction and/or informational
texts (e.g., “Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced”).
Range of Writing
W.8.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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Grade 8
The following standards for Grade 8 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.8.1a
Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
SL.8.1b
Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed.
SL.8.1c
Pose questions that connect the ideas of several speakers and respond to
others’ questions and comments with relevant evidence, observations, and
ideas.
SL.8.1d
Acknowledge new information expressed by others, and, when warranted,
qualify or justify their own views in light of the evidence presented.
SL.8.2
Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.
SL.8.3
Delineate a speaker’s argument and specific claims, evaluating the soundness
of the reasoning and relevance and sufficiency of the evidence and identifying
when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas
SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.
SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grade 8 Language standards
1 and 3 for specific expectations.)
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Grade 8
The following standards for Grade 8 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.8.1
Demonstrate command of the conventions of standard English grammar and
usage when writing (printing, cursive, or keyboarding) or speaking.
L.8.1a
Explain the function of verbals (gerunds, participles, infinitives) in general
and their function in particular sentences.
L.8.1b
Form and use verbs in the active and passive voice.
L.8.1c
Form and use verbs in the indicative, imperative, interrogative, conditional,
and subjunctive mood.
L.8.1d
Recognize and correct inappropriate shifts in verb voice and mood.*
L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.8.2a
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b
Use an ellipsis to indicate an omission.
L.8.2c
Spell correctly.
Knowledge of Language
L.8.3
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.8.3a
Use verbs in the active and passive voice and in the conditional and
subjunctive mood to achieve particular effects (e.g., emphasizing the actor
or the action; expressing uncertainty or describing a state contrary to fact).
Vocabulary Acquisition and Use
L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range
of strategies.
L.8.4a
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or
phrase.
L.8.4b
Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., precede, recede, secede).
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Grade 8
L.8.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
L.8.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.8.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.8.5a
Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5b
Use the relationship between particular words to better understand each
of the words.
L.8.5c
Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent,
resolute).
L.8.6
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
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Literacy in History/Social Studies - Grades 6-8
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading History/Social Studies
Key Ideas and Details
RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6-8.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
RH.6-8.3
Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally).
RH.6-8.6
Identify aspects of a text that reveal an author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.
RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9
Analyze the relationship between a primary and secondary source on the same
topic.
Range of Reading and Level of Text Complexity
RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the
grades 6–8 text complexity band independently and proficiently.
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Literacy in Science and Technical Subjects - Grades 6-8
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading Science and Technical Subjects
Key Ideas and Details
RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Craft and Structure
RST.6-8.4
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 6–8 texts and topics.
RST.6-8.5
Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to an understanding of the topic.
RST.6-8.6
Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text.
Integration of Knowledge and Ideas
RST.6-8.7
Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
RST.6-8.9
Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same
topic.
Range of Reading and Level of Text Complexity
RST.6-8.10
By the end of grade 8, read and comprehend science/technical texts in the
grades 6–8 text complexity band independently and proficiently.
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Writing in History/Social Studies, Science, and Technical
Subjects - Grades 6-8
The standards below begin at grade 6; standards for K–5 writing in history/social studies,
science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Writing
Text Types and Purposes
WHST.6-8.1
Write arguments focused on discipline-specific content.
WHST.6-8.1a
Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
WHST.6-8.1b
Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using
credible sources.
WHST.6-8.1c
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1d
Establish and maintain a formal style.
WHST.6-8.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
WHST.6-8.2
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2a
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2b
Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
WHST.6-8.2c
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
WHST.6-8.2d
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
WHST.6-8.2e
Establish and maintain a formal style and objective tone.
WHST.6-8.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented.
WHST.6-8.3
Not Applicable
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Writing in History/Social Studies, Science, and Technical
Subjects - Grades 6-8
Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science
and technical subjects, students must be able to write precise enough descriptions of the step-
by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results.
Production and Distribution of Writing
WHST.6-8.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
WHST.6-8.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been
addressed.
WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and
efficiently.
Research to Build and Present Knowledge
WHST.6-8.7
Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
WHST.6-8.9
Draw evidence from informational texts to support analysis reflection, and
research.
Range of Writing
WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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MS CCRS for English Language
Arts Grades 9 - 12
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English I
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.9.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9.2
Determine the theme(s) or central idea(s) of a text and analyze in detail the
development over the course of the text, including how details of a text interact
and build on one another to shape and refine the theme(s) or central idea(s);
provide an accurate summary of the text based upon this analysis.
RL.9.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a literary text, interact with other
characters, and advance the plot or develop the theme.
Craft and Structure
RL.9.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
RL.9.5
Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9.6
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
Integration of Knowledge and Ideas
RL.9.7
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
RL.9.8
Not applicable to literature.
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RL.9.9
Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.9.10
By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
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Reading Informational Text
Key Ideas and Details
RI.9.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.9.2
Determine central idea(s) of a text and analyze in detail the development over
the course of the text, including how details of a text interact and build on one
another to shape and refine the central idea(s); provide an accurate summary
of the text based upon this analysis.
RI.9.3
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
Craft and Structure
RI.9.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
RI.9.5
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI.9.6
Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
RI.9.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are
emphasized in each account.
RI.9.8
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
RI.9.9
Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Range of Reading and Level of Text Complexity
RI.9.10
By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-
10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
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English I
The following standards for Grade 9 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.9.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
W.9.1b
Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
W.9.1c
Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
W.9.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.9.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.9.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.9.2a
Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
W.9.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
W.9.2c
Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts.
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W.9.2d
Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
W.9.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.9.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.9.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9.3a
Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences
or events.
W.9.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.9.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
W.9.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.9.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.9.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
9–10.)
W.9.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity
to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
W.9.7
Conduct short as well as more sustained research projects to answer a question
(including a self-
generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
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W.9.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
W.9.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.9.9a
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an
author draws on and transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]”).
W.9.9b
Apply grades 9–10 Reading standards to literary nonfiction and/or
informational texts (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Range of Writing
W.9.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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English I
The following standards for Grade 9 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.9.1
Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL.9.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
SL.9.1b
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
SL.9.1c
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9.1d
Respond thoughtfully to diverse perspectives, summarize points of agreement
and disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
SL.9.2
Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each
source.
SL.9.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.9.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
SL.9.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.9.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3
for specific expectations.)
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English I
The following standards for Grade 9 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.9.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.9.1a
Use parallel structure.*
L.9.1b
Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
L.9.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.9.2a
Use a semicolon (and perhaps a conjunctive adverb) to link two or more
closely related independent clauses.
L.9.2b
Use a colon to introduce a list or quotation.
L.9.2c
Spell correctly.
Knowledge of Language
L.9.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.9.3a
Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
Vocabulary Acquisition and Use
L.9.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a
range of strategies.
L.9.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.9.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
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L.9.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech,
or its etymology.
L.9.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.9.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.9.5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
L.9.5b
Analyze nuances in the meaning of words with similar denotations.
L.9.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
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English II
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.10.2
Determine the theme(s) or central idea(s) of a text and analyze in detail the
development over the course of the text, including how details of a text interact
and build on one another to shape and refine the theme(s) or central idea(s);
provide an accurate summary of the text based upon this analysis.
RL.10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a literary text, interact with other
characters, and advance the plot or develop the theme.
Craft and Structure
RL.10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
RL.10.5
Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.10.6
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
Integration of Knowledge and Ideas
RL.10.7
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
RL.10.8
Not applicable to literature.
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English II
RL.10.9
Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
RL.10.10
By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity band
independently and proficiently.
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English II
Reading Informational Text
Key Ideas and Details
RI.10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.10.2
Determine the central idea(s) of a text and analyze in detail the development
over the course of the text, including how details of a text interact and build on
one another to shape and refine the central idea(s); provide an accurate
summary of the text based upon this analysis.
RI.10.3
Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
Craft and Structure
RI.10.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
RI.10.5
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI.10.6
Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
RI.10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are
emphasized in each account.
RI.10.8
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
RI.10.9
Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Range of Reading and Level of Text Complexity
RI.10.10
By the end of grade 10, read and comprehend literary nonfiction at the high
end of the grades 9-10 text complexity band independently and proficiently.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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English II
The following standards for Grade 10 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
W.10.1b
Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
W.10.1c
Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
W.10.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.10.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.10.2a
Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
W.10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
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W.10.2c
Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts.
W.10.2d
Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
W.10.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.10.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.10.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.10.3a
Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences
or events.
W.10.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.10.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
W.10.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.10.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.10.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
9–10.)
W.10.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity
to link to other information and to display information flexibly and dynamically.
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English II
Research to Build and Present Knowledge
W.10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-
generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.10.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
W.10.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.10.9a
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an
author draws on and transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]”).
W.10.9b
Apply grades 9–10 Reading standards to literary nonfiction and/or
informational texts (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
Range of Writing
W.10.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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English II
The following standards for Grade 10 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.10.1
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.10.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.10.1b
Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
SL.10.1c
Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
SL.10.1d
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
SL.10.2
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and
accuracy of each source.
SL.10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
SL.10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
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SL.10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 for specific expectations.)
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English II
The following standards for Grade 10 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.10.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.10.1a
Use parallel structure.*
L.10.1b
Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun,
relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
L.10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.10.2a
Use a semicolon (and perhaps a conjunctive adverb) to link two or more
closely related independent clauses.
L.10.2b
Use a colon to introduce a list or quotation.
L.10.2c
Spell correctly.
Knowledge of Language
L.10.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.10.3a
Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the
discipline and writing type.
Vocabulary Acquisition and Use
L.10.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a
range of strategies.
L.10.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.10.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
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L.10.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech,
or its etymology.
L.10.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.10.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.10.5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
L.10.5b
Analyze nuances in the meaning of words with similar denotations.
L.10.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
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Literacy in History/Social Studies - Grades 9-10
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading in History/Social Studies
Key Ideas and Details
RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
RH.9-10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.
RH.9-10.3
Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
Craft and Structure
RH.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social science.
RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
RH.9-10.6
Compare the point of view of two or more authors for how they treat the same
or similar topics, including which details they include and emphasize in their
respective accounts.
Integration of Knowledge and Ideas
RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the
author’s claims.
RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
Range of Reading and Level of Text Complexity
RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the
grades 9–10 text complexity band independently and proficiently.
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Literacy in Science and Technical Subjects - Grades 9-10
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading in Science and Technical Subjects
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.
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.
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.
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).
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.
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.
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.
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Writing in History/SS, Science, and Technical Subjects -
Grades 9-10
The standards below begin at grade 6; standards for K–5 writing in history/social studies,
science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Writing
Text Types and Purposes
WHST.9-10.1
Write arguments focused on discipline-specific content.
WHST.9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and
evidence.
WHST.9-10.1b
Develop claim(s) and counterclaims fairly, supplying data and evidence
for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a
manner that anticipates the audience’s knowledge level and concerns.
WHST.9-10.1c
Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
WHST.9-10.1d
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
WHST.9-10.1e
Provide a concluding statement or section that follows from or
supports the argument presented.
WHST.9-10.2
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
WHST.9-10.2a
Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
WHST.9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.
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Writing in History/SS, Science, and Technical Subjects -
Grades 9-10
WHST.9-10.2c
Use varied transitions and sentence structures to link the major sections
of the text, create cohesion, and clarify the relationships among ideas
and concepts.
WHST.9-10.2d
Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline
and context as well as to the expertise of likely readers.
WHST.9-10.2e
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
WHST.9-10.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications
or the significance of the topic).
WHST.9-10.3
Not Applicable
Production and Distribution of Writing
WHST.9-10.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
WHST.9-10.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
WHST.9-10.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and
research.
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Writing in History/SS, Science, and Technical Subjects -
Grades 9-10:
Range of Writing
WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science
and technical subjects, students must be able to write precise enough descriptions of the step-
by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results.
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English III
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.11.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11.2
Determine themes or central ideas of a text and analyze in detail their
development over the course of the text, including how details of a text interact
and build on one another to produce a complex account; provide an accurate
summary of the text based upon this analysis.
RL.11.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a literary text (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
Craft and Structure
RL.11.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
RL.11.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
RL.11.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Integration of Knowledge and Ideas
RL.11.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
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RL.11.8
Not applicable to literature.
RL.11.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
RL.11.10
By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11-CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
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English III
Reading Informational Text
Key Ideas and Details
RI.11.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.11.2
Determine central ideas of a text and analyze in detail their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an accurate summary of the text based
upon this analysis.
RI.11.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure
RI.11.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a
text (e.g., how Madison defines faction in Federalist No. 10).
RI.11.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
RI.11.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
Integration of Knowledge and Ideas
RI.11.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.11.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
4
RI.11.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance for their themes, purposes, and
rhetorical features. Such documents might include The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address.
Range of Reading and Level of Text Complexity
RI.11.10
By the end of grade 11, read and comprehend literary nonfiction in the grades
11-CCR text complexity band proficiently, with scaffolding as needed at the high
4
The discussion of U.S. historical documents can be applied in context to a more global perspective.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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end of the range.
English III
The following standards for Grade 11 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.11.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
W.11.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.11.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
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English III
W.11.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.11.2c
Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
W.11.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
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English III
W.11.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
Research to Build and Present Knowledge
W.11.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.11.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W.11.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11.9b
Apply grades 11–12 Reading standards to literary nonfiction and/or
informational texts (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and
dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
Range of Writing
W.11.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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English III
The following standards for Grade 11 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.11.1
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.11.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.11.1b
Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11.1c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11.1d
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.11.2
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
Presentation of Knowledge and Ideas
SL.11.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
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SL.11.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.11.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 for specific expectations.)
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English III
The following standards for Grade 12 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.11.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11.1a
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.11.1b
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11.2a
Observe hyphenation conventions.
L.11.2b
Spell correctly.
Knowledge of Language
L.11.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11.3a
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; when analyzing complex texts, demonstrate an
understanding of how syntax contributes to the purpose or meaning of the
text.
Vocabulary Acquisition and Use
L.11.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.11.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.11.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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L.11.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.11.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.11.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.11.5b
Analyze nuances in the meaning of words with similar denotations.
L.11.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
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English IV
The following standards offer a focus for instruction each year and help ensure that students
gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and
retain or further develop skills and understandings mastered in preceding grades.
The CCR anchor standards and high school grade-specific standards work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Reading Literature
Key Ideas and Details
RL.12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.12.2
Determine themes or central ideas of a text and analyze in detail their
development over the course of the text, including how details of a text interact
and build on one another to produce a complex account; provide an accurate
summary of the text based upon this analysis.
RL.12.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a literary text (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
Craft and Structure
RL.12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
RL.12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
RL.12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Integration of Knowledge and Ideas
RL.12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
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RL.12.8
Not applicable to literature.
RL.12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
5
Range of Reading and Level of Text Complexity
RL.12.10
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 12–CCR text complexity band
independently and proficiently.
5
In English IV, this study may be expanded to include the literature of other cultures during the same time period.
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English IV
Reading Informational Text
Key Ideas and Details
RI.12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.12.2
Determine two or more central ideas of a text and analyze in detail their
development over the course of the text, including how they interact and build
on one another to provide a complex analysis; provide an accurate summary of
the text based upon this analysis.
RI.12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure
RI.12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a
text (e.g., how Madison defines faction in Federalist No. 10).
RI.12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
RI.12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
Integration of Knowledge and Ideas
RI.12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
6
RI.12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance for their themes, purposes, and
rhetorical features. Such documents might include The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address.
Range of Reading and Level of Text Complexity
RI.12.10
By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 12-CCR text complexity band independently and proficiently.
6
The discussion of U.S. historical documents can be applied in context to a more global perspective.
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English IV
The following standards for Grade 12 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing,
students should demonstrate increasing sophistication in all aspects of language use, from
vocabulary and syntax to the development and organization of ideas, and they should address
increasingly demanding content and sources. Students advancing through the grades are
expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
Writing
Text Types and Purposes
W.12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
W.12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.12.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
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W.12.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.12.2c
Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
W.12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.12.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
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W.12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.12.6
Use technology, including the Internet, to produce, publish, and update
ind
ividual or shared writing products in response to ongoing feedback, including
new arguments or information.
Research to Build and Present Knowledge
W.12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-
generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W.12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.12.9b
Apply grades 11–12 Reading standards to literary nonfiction and/or
informational texts (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and
dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
Range of Writing
W.12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
147
English IV
The following standards for Grade 12 offer a focus for instruction in each year to help ensure
that students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Speaking and Listening
Comprehension and Collaboration
SL.12.1
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.12.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.12.1b
Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.12.1c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.12.1d
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.12.2
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
Presentation of Knowledge and Ideas
SL.12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
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English IV
SL.12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 for specific expectations.)
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
149
English IV
The following standards for Grade 12 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Students advancing
through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades. Beginning in grade 3,
skills and understandings that are particularly likely to require continued attention in higher
grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*).
Language
Conventions of Standard English
L.12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.12.1a
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.12.1b
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.12.2a
Observe hyphenation conventions.
L.12.2b
Spell correctly.
Knowledge of Language
L.12.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.12.3a
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; when analyzing complex texts, demonstrate an
understanding of how syntax contributes to the purpose or meaning of the
text.
Vocabulary Acquisition and Use
L.12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.12.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.12.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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L.12.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech,
its etymology, or its standard usage.
L.12.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.12.5b
Analyze nuances in the meaning of words with similar denotations.
L.12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Scaffolding Document
The primary purpose of the 2016 Mississippi College- and Career-Readiness Standards
Scaffolding Document is to provide teachers with a deeper understanding of the Standards as
they plan for classroom instruction. Based on the 2016 Mississippi College- and Career-
Readiness Standards, this document provides a close analysis of the requirements for student
mastery. Because of the rigor and depth of the Standards, scaffolding instruction to meet the
needs of all learners is essential to individual success. The Scaffolding Document will aid
teachers’ understanding of how to teach the Standards through a natural progression of
student mastery.
The Scaffolding Document can be found at http://www.mde.k12.ms.us/ESE/ccr
.
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Literacy in History/Social Studies - Grades 11-12
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading in History/Social Studies
Key Ideas and Details
RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of
the text as a whole.
RH.11-12.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas.
RH.11-12.3
Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain.
Craft and Structure
RH.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines faction in Federalist No.
10).
RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6
Evaluate authors’ differing points of view on the same historical event or issue
by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
RH.11-12.8
Evaluate an author’s premises, claims, and evidence by corroborating or
challenging them with other information.
RH.-11-12.9
Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among
sources.
Range of Reading and Level of Text Complexity
RH.11-12.10
By the end of grade 12, read and comprehend history/social studies texts in the
grades 12–CCR text complexity band independently and proficiently.
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Literacy in Science and Technical Subjects - Grades 11-12
The standards below begin at grade 6; standards for K–5 reading in history/social studies,
science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Reading in Science and Technical Subjects
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.
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.
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.
RST.11-12.5
Analyze how the text structures information or ideas into categories or
hierarchies, demonstrating understanding of the information or ideas.
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.
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.
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 12–CCR text complexity band independently and proficiently.
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Writing in History/Social Studies, Science and Technical
Subjects - Grades 11-12
The standards below begin at grade 6; standards for K–5 writing in history/social studies,
science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor
standards and high school standards in literacy work in tandem to define college and career
readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Writing
Text Types and Purposes
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
WHST.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
WHST.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
WHST.11-12.1d
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are
writing.
WHST.11-12.1e
Provide a concluding statement or section that follows from or supports
the argument presented.
WHST.11-12.2
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
WHST.11-12.2a
Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
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Writing in History/Social Studies, Science and Technical
Subjects - Grades 11-12
WHST.11-12.2b
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
WHST.11-12.2c
Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
WHST.11-12.2d
Use precise language, domain-specific vocabulary and techniques such
as metaphor, simile, and analogy to manage the complexity of the
topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
WHST.11-12.2e
Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
WHST.11-12.3
Not Applicable
Production and Distribution of Writing
WHST.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and
research.
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Writing in History/Social Studies, Science and Technical
Subjects - Grades 11-12
Range of Writing
WHST.11-12.10
Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science
and technical subjects, students must be able to write precise enough descriptions of the step-
by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results.
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Mississippi College- and
Career-Readiness Standards
for English Language Arts
High School English Electives
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Creative Writing
Grades 9-12
1 English Credit
The Creative Writing course will provide the student practices in the processes of composing
poems, personal descriptive and narrative essays, and short fiction. If time allows, the writing of
drama may be pursued. The course affords an opportunity for self- expression, promotes
critical thinking, expands the imagination, and develops the use of figurative and literal
language. The student will pursue an independent project in creative writing. The student will
become a critical reader and editor of his/her own work and of the work of his/her classmates.
The student will be encouraged to submit works for publication.
Writing
W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
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the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Language
L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11-12.1a
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.11-12.1b
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11-12.2a
Observe hyphenation conventions.
L.11-12.2b
Spell correctly.
L.11-12.3
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11-12.3a
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.11-12.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.11-12.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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L.11-12.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11-12.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
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Debate
Grades 9-12
.5 or 1 English Credit
This course provides instruction in how to acquire, analyze, and evaluate information in order
to organize effective arguments, and it provides practice in making those arguments. Skill in
debate helps the individual to think logically, clearly, and quickly, and it helps a student to
identify flawed reasoning and argue persuasively.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W.11-12.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
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W.11-12.2c
Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
W.11-12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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Speaking and Listening
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.11-12.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.11-12.1b
Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11-12.1d
Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 here for specific expectations.)
Language
L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.11-12.1a
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
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L.11-12.1b
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11-12.2a
Observe hyphenation conventions.
L.11-12.2b
Spell correctly.
L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
L.11-12.3a
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.11-12.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.11-12.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11-12.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11-12.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
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Foundations of Journalism
Grades 9-12
.5 or 1 English Credit
Foundations of Journalism is an English course for one Carnegie unit credit. It’s intended as a
general course to enhance students’ communication and media literacy skills. It is a
prerequisite for subsequent journalism courses. This course is designed to help students
produce a factual, journalistically-sound piece of writing from interviews they conducted. By
the end of this course, students should be able to produce a factual, journalistically-sound piece
of writing from interviews they conducted. Students should also be able to create at least one
accompanying visual element (photo/video) and publish their work (story + visual) to the web.
1. Develop an awareness of the history and role of journalism in Mississippi and in American
society.
1.a
Understand the relationship of a free press to a democratic society.
1.b
Trace the historical development of media through American history, including
but not limited to the following events/periods:
• 1
st
newspaper in America
• The Civil War and the rise of the telegraph
• Yellow Journalism
• Orson Welles and the power of radio
• Kennedy/Nixon debate and the power of television
• Cable Network News (CNN) starts 24-hour news cycle
• Newspapers start websites and the rise of bloggers
• Facebook, Twitter and the social media revolution
1.c
Identify famous Mississippi journalists/newspapers and their historical
significance.
1.d
Identify careers related to the field of journalism and new media.
2. Develop skills in gathering and evaluating information.
2.a
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific det
ails; provide an objective summary of the text.
(RL.9-10.2)
2.b
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text. (RL.11-12.2)
2.c
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. (RI.9-10.2)
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2.d
Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are
emphasized in each account. (RI.9-10.7)
2.e
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning. (RI.9-10.8)
2.f
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem. (RI.11-12.7)
2.g
Develop techniques in interviewing and note-taking, and interview sources from
a list of developed questions.
2.h
Develop techniques in researching and gathering background information for
written reports.
3. Develop journalistic writing skills.
3.a
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (W.9-10.1)
3.b
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence. (W.9-10.1a)
3.c
Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns. (W.9-10.1b)
3.d
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims. (W.9-10.1c)
3.e
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing. (W.9-10.1d)
3.f
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. (W.9-10.2)
3.g
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension. (W.9-10.2a)
3.h
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic. (W.9-10.2b)
3.i
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts. (W.9-10.2c)
3.j
Use precise language and domain-specific vocabulary to manage the complexity
of the topic. (W.9-10.12d)
3.k
Establish and maintain a formal style and objective tone while attending to the
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norms and conventions of the discipline in which they are writing. (W.9-10.2e)
3.l
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation. (W.9-10.8)
3.m
Identify news, elements of news and news sources.
3.n
Present facts without editorializing.
3.o
Write stories with effective leads.
3.p
Write stories that answer who, what, when, where, why and how of a topic,
using the basic inverted-pyramid structure of a news story.
3.q
Recognize and develop categories of specialized writing including opinion,
features, sports, blog posts, captions, broadcast reports, headlines, and
yearbook.
3.r
Use copy symbols and stylebook to proofread/copyedit writing for errors in
content, organization, grammar, and accuracy.
4. Identify the legal and ethical principles associated with practicing media.
4.a
Examine the Society of Professional Journalists’ Code of Ethics.
4.b
Identify court decisions and understand how they are relevant to student media,
including but not limited to Tinker vs. Des Moines School District (1969) and
Hazelwood School District vs. Kuhlmeier (1988).
4.c
Understand the legal parameters of libel, slander and copyright law.
5. Demonstrate use of video, photography, and design in media.
5.a
Understand basic rules of layout and page design, including typography.
5.b
Develop skills in photo journalism.
5.c
Explore the basics of filming and video editing for journalism.
6. Demonstrate digital publishing and linking.
6.a
Examine the ways that online content differs from print content.
6.b
Publish stories in a digital format, such as blog.
6.c
Insert links into online stories that add context or depth to coverage.
7. Demonstrate the role of advertising.
7.a
Understand the role of advertising in the communications media.
7.b
Understand professional techniques in writing and designing advertisements.
7.c
Produce sample advertisements for local businesses.
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Broadcast Journalism
Grades 9-12
.5 or 1 English Credit
The Broadcast Journalism course provides students with quality academic instruction in
television, radio, and video production by providing training in operating equipment, reporting
and scriptwriting, as well as planning, directing, and producing video projects. This course is
designed to help students produce a broadcast news show that includes anchor segments, field
reports and feature segments. Students should select all content, write all scripts, and film and
edit all video. Show(s) should be published to the web and available to the public.
Foundations of Journalism is a prerequisite for this class.
1. Work individually and as a member of a team to produce original video/radio shows for
school/community.
1.a
Establish production parameters/vision and organize a plan for deadlines,
division of labor, etc.
1.b
Understand concepts of basic set design for a small studio news show.
1.c
Assume a given role, such as reporter/writer, videographer,
director/editor,
producer, etc.
1.d
Brainstorm ideas for coverage based on news value and assign projects
accordingly.
1.e
Deliver news show to students/community.
2. Plan and produce factual and informative audio/video packages for broadcast.
2.a
Brainstorm, research and storyboard packages before filming/writing.
2.b
Film on-camera interviews and B-roll that capture all angles of a story.
2.c
Use a combination of standard camera shots (close-up, medium, wide,
establishing, cut-in, cut-away, etc.)
2.d
Edit raw footage and audio into a meaningful sequence of events that
complements a spoken, non-biased narration.
2.e
Compose graphics and special effects that enhance (not distract from)
reporting.
3. Write quality, informative scripts for broadcasts and packages.
3.a
Distinguish between newspaper/magazine writing and broadcast writing
(writing
to be read vs. writing to be heard).
3.b
Focus scriptwriting on informing an audience. Eliminate generalities and
unnecessary words. Use short, simple, conversational narration that employs
proper usage of Standard English.
3.c
Identify people by title and full name on first reference. Use only last names in
subsequent mentions.
3.d
Speak coherently (verbally and non-verbally) and in harmony with the tone of
the report, and continually refine presentation skills (voice quality, articulation,
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body language and stage presence).
4. Operate basic video/audio production equipment.
4.a
Explain the function of each type of production equipment.
4.b
Operate and exhibit the correct use of cameras, tripods, hand-held/lavaliere
microphones, audio mixers, graphics generators and video editing software.
4.c
Execute basic camera movements using a tripod.
4.d
Use the basic structure of small studio lighting.
4.e
Use relevant broadcasting terminology and establish it as the common
language of studio.
4.f
Demonstrate the concepts of headroom, nose room, lead room and the Rule of
Thirds.
5. Use industry-standard marketing techniques to sell advertisements and advance the
publication’s brand.
5.a
Work with local groups and businesses to design advertisements based on the
customer’s needs.
5.b
Develop a marketing campaign for publication (with both digital and print elements).
6. Engage audience through the web, social media.
6.a
Publish work to the web via streaming sites such as Vimeo, TeacherTube or
YouTube, via podcast or on the school web site.
6.b
Engage audience through social media, including but not limited to links to
student content, breaking news reports, polls and requests for feedback.
7. Evaluate broadcasts to determine areas for growth and improvement.
7.a
Critique works of other students.
7.b
Encourage other students, community members and industry professionals to
submit feedback.
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Print Journalism
Grades 9-12
.5 or 1 English Credit
The Print Journalism course provides students with quality academic instruction in
newspaper/yearbook/news-site production by providing training in reporting, writing,
photography, design and equipment operation, as well as in leadership and management skills
(necessary to plan and execute the publication process). This course is designed to help
students produce a newspaper, news magazine, news website or yearbook that informs a
defined audience of school and community news in a timely manner. Students should select all
content, write all copy, photograph/design visual elements and manage their own
website/social media accounts. Works should be published in some form (print or digital) and
available to the public, either for free or for purchase.
1. Work individually and as a member of a team to produce original student-run
publications for the school/community.
1.a
Establish publication parameters/vision and organize a plan for deadlines,
division of labor, etc.
1.b
Assume a given role, such as reporter/writer, photographer, editor, etc.
1.c
Identify ideas for coverage based on news value and assign work
accordingly.
1.d
Operate within parameters of standard legal and ethical practices
2. Identify local topics of student interest/concern and gather information that
informs/educates the audience.
2.a
Gather background information via books, reports, the web, etc.
2.b
Formulate a list of big-idea questions that need answering and seek out human
sources that can answer them.
2.c
Interview sources using a list of pre-prepared questions; eliminating items,
adding others and asking follow-up/clarifying questions as needed.
3. Demonstrate journalistic writing and editing skills through factual, non-biased coverage
of events relevant to students.
3.a
Structure stories as an inverted pyramid, with the major facts at the top of
the story. Leads should be succinct and engaging.
3.b
Focus writing on informing an audience. Eliminate generalities and
unnecessary words. Use short, simple, conversational writing that employs
proper usage of Standard English.
3.c
Properly attribute quotes (direct and indirect) from outside sources.
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3.d
Demonstrate ability to clearly articulate opinions in staff editorials, columns
& reviews. These stories should be clearly marked as opinion/commentary.
3.e
Use copy symbols and stylebook to proofread/copyedit writing for errors in
content, organization, grammar and accuracy.
4. Produce quality, consistent visual elements that advance the overall readability of the
story, publication.
4.a
Take quality photographs that capture the action and/or emotion of the
event/topic. All photographs should be accompanied by an identifying
caption.
4.b
Develop a consistent layout/design that reflects the identity/theme of the
online/print publication. This includes typography, artwork, modules and
copy.
5. Use industry-standard marketing techniques to sell advertisements and the publication’s
brand.
5.a
Work with local groups and businesses to design advertisements that meet
the customer’s needs.
5.b
Develop a marketing campaign for a publication (with both digital and print
elements).
6. Engage audience through the web, social media.
6.a
Publish work to the web via an independent staff site (recommended) or on
the school web site.
6.b
Engage audience through social media, including but not limited to links to
student content, breaking news reports, polls and requests for feedback.
7. Evaluate publications to identify areas for growth and improvement.
7.a
Critique the work of other students.
7.b
Encourage other students, community members and industry professionals
to submit feedback.
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Mississippi Writers
Grades 9-12
.5 or 1 English Credit
The Mississippi Writers course focuses on the state's rich literary heritage through the study of
poetry, fiction, nonfiction, and drama. The course identifies major sources and themes of
twentieth century and contemporary Mississippi writing. The student will recognize the
contribution of Mississippi writers, such as William Faulkner, Eudora Welty, Richard Wright,
Willie Morris, Anne Moody, etc., to twentieth century American writing and recognize that
Mississippi writing is an expression of a particular place that achieves universality.
Reading Literature
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary
of the text.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text.
RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
RL.11-12.10
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity band
independently and proficiently.
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Reading Informational Text
RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.11-12.2
Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the
text.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of
a text.
RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal and the premises,
purposes, and arguments in works of public advocacy.
RI.12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance for their themes, purposes, and
rhetorical features.
RI.11-12.10
By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11-CCR text complexity band independently and proficiently.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
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sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W.11-12.2b
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.11-12.2c
Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2e
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3e
Provide a conclusion that follows from and reflects on what is
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experienced, observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audiences.
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Oral Communication
Grades 9-12
.5 or 1 English Credit
This course includes instruction in how to acquire, analyze, and evaluate information in order to
make decisions and establish satisfying relationships. Skill in oral communication helps the
student to think logically, clearly, and creatively.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W.11-12.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.11-12.2c
Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
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W.11-12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
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reflection, and research.
W.11-12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).
W.11-12.10
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
SL.11-12.1a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
SL.11-12.1b
Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11-12.1d
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.
SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
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development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 here for specific expectations.)
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SREB Literacy Ready Course
Grade 12
1 English Credit
In 2011, SREB began forming a regional partnership of states and experts to develop a
readiness course in disciplinary literacy. The courses were designed to help college-bound
students reach their state’s college and career-readiness benchmarks before high school
graduation.
The Readiness Courses is designed to assist students who are preparing for postsecondary
education—meaning they do not reach the state’s college- and career-readiness benchmarks
on either the ACT, SAT, or other assessment—to become prepared and reach those
benchmarks.
This course is best suited for the middle range of students, not those who can succeed in
Advanced Placement courses or who are severely behind. The course is built with rigor,
innovative instructional strategies, and a concentration on contextual learning that departs
from procedural memorization and focuses on engaging the students in a real-world context.
The course provides literacy strategies that allow students to read and comprehend all manner
of texts and genres in every core discipline. In short, this course targets students with
weaknesses and college-ready skill gaps and re-educate them in new ways to ensure they are
prepared for postsecondary-level pursuits.
The course is available free of charge to any district, school or teacher who wishes to download
it from the SREB website, after a simple registration process. The full course and additional
resources, including informational publications, policy briefs, state information and slide
presentations, is also available on the website at SREB.org/Ready.
The SREB Readiness Course titled Literacy Ready is an innovative, dynamic course built to help
students master the literacy skills needed for three core subject areas — English, social science
and science. Literacy Ready consists of six units: two in history, two in English and two in
science. Content of the discipline is at the forefront of the curriculum; while the disciplinary
literacy skills are emphasized through reading and writing assignments based on the content.
Units are focused on truly understanding how to read and interpret texts in the discipline on a
college level. They are designed to be used as steppingstones, with the first module in each
subject less rigorous and demanding than the last.
English (Supplemental Fourth-Year or Senior English)
Both units are designed to address the following essential question: “How is the exponential
increase of information that we process in all forms of media affecting the way we live?”
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Unit 1: Informational
The first unit engages students in reading informational text from Nicholas Carr’s The Shallows:
What the Internet is Doing to Our Brains, as well as a number of related supplemental texts.
Students practice the following reading skills with an English disciplinary focus: literary
epistemology; reading for argument, claim and evidence; reading for rhetorical strategies and
patterns; and reading for internal and external connections. The unit conclusion engages
students in collecting evidence for a stance-based synthesis presentation on a topic drawn from
the central text. Students use feedback received from peers and from the teacher to revise
their syntheses and submit a synthesis essay.
Unit 2: Literary
The second unit moves into literary study, using Ubik by Philip K. Dick as the central text. In this
unit, students read the central text and a variety of related supplemental texts. They practice
the following reading skills with an English disciplinary focus: literary epistemology, close
reading; inference, interpretation of rhetorical strategies and patterns; and reading for internal
and external connections. The unit conclusion involves students in collecting and presenting
evidence for a literary argument essay on one of three topics related to the central text. With a
draft of the literary argument in hand, students participate in a debate related to a common
question drawn from the theme of the novel.
Science (Biology)
Each unit has a different theme associated with science. The first unit evaluates science claims
in health and nutrition, while the second requires students to dig further to understand DNA
structure and the future of biotechnology.
Unit 1: Nutrition
In this unit, students are introduced to disciplinary literacy in the sciences. Students learn
strategies for reading multiple types of text, including science textbooks, research articles and
news articles. They also learn a variety of ways to write about science—from personal reflection
to public consumption—and to comprehend science information in multiple representations,
including animations, diagrams, charts and tables.
Unit 2: DNA and Biotechnology
In this unit, students extend their understanding of reading and writing in the sciences as they
read research articles and textbook material, take notes from lecture videos and make
predictions using scientific models. The text material in this second science unit is more
complex in both content and composition than the material in the first unit. Additionally,
students are asked to write in more depth as they prepare and present an evidence-based
scientific poster in a research symposium.
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Social Science (U.S. History or Government)
Units are unified by the topic “concepts of liberty and freedom.”
Unit 1: Civil Rights Movement
The first unit focuses on the Civil Rights Movement and the changes that took place over the
period of the 1960s. Students draw information from a textbook chapter, a film, a lecture, and a
number of primary source documents as they learn to read history, to recognize implicit and
explicit claims and evidence, to write a historical account and to form arguments.
Unit 2: U.S. Foreign Affairs
The second unit focuses on U.S. involvement in foreign affairs: the Cuban Missile Crisis and the
Vietnam War. In this unit, students read multiple texts as well, but more emphasis is placed on
writing historical arguments based on their reading. The texts and sources in this unit are more
complex than in the first.
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Survey of African American Writing
Grades 9-12
.5 or 1 English Credit
The Survey of African American Writing course is a survey course that draws upon a
compilation of genres, themes, styles, and language used by various writers of African-
American descent. The student will recognize and appreciate contributions of selected authors
through reading, speaking, and viewing selected works and by researching and writing.
Reading Literature
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary
of the text.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action
is ordered, how the characters are introduced and developed).
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text.
RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
RL.11-12.10
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
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Reading Informational Text
RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.11-12.2
Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the
text.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of
a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his
or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes,
and arguments in works of public advocacy.
RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance for their themes, purposes,
and rhetorical features.
RI.11-12.10
By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11-CCR text complexity band independently and proficiently.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
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W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level, concerns,
values, and possible biases.
W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports the
argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-
12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W.11-
12.2b
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.11-
12.2c
Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-
12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11-
12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-
12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
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outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-
generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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Survey of Twentieth Century Writing
Grades 9-12
.5 or 1 English Credit
The Survey of Twentieth Century Writing course covers major writers and themes in the
Americas and Western Europe for the period from World War I to the present time. The
student will recognize major themes present in twentieth century writing and will draw
parallels to history and present day concerns. As a result of this course, students will have a
greater awareness of events and writings that have shaped and been part of the ideas and
culture of the twentieth century.
Reading Literature
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary
of the text.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
RL.11-12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
RL.11-12.9
Demonstrate knowledge of twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar
themes or topics.
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RL.11-12.10
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity band
independently and proficiently.
Reading Informational Text
RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.11-12.2
Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the
text.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a
text.
RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy.
RI.12.10
By the end of grade 12, read and comprehend literary nonfiction at the high
end of the grades 11-CCR text complexity band independently and proficiently.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting (e.g., headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding comprehension.
W.11-12.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
W.11-12.2c
Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
W.11-12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3a
Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
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W.11-12.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-
generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9a
Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of twentieth-century foundational works of American literature,
including how two or more texts from the same period treat similar themes
or topics”).
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the premises,
purposes, and arguments in works of public advocacy).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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Technical and Workplace Writing
Grades 9-12
.5 or 1 English Credit
The Technical and Workplace Writing course focuses on the various kinds of written
communication currently occurring in a variety of workplaces and careers. In this course,
students examine actual examples of written materials produced to communicate within the
workplace as well as outside the workplace for the customer and general public. Through
reviewing examples and through instruction, students will gain a sense of general principles of
communication, learn how audience and purpose shape the form and content of the written
piece, and discern how organization, wording, accuracy and specificity of details, typography,
visuals, design, grammar, usage, and mechanics contribute to effective communication.
Students will apply what they have learned by creating a variety of kinds of written
communication. Since conveying information is at the heart of much of workplace and technical
writing, students will practice gathering information through research as well as communicate
information through various kinds of writing.
The course should be taught so that it offers challenge. Writings should include pieces requiring
more sophistication or complexity: delivering or justifying news or a stance, persuading or
manipulating the reader's opinions or emotions, and explaining complex processes. Students
will produce individual pieces as well as participate in group review of their writings. Through
these experiences of working with others, they will practice the language skills of explaining,
persuading, and negotiating, and learn the importance and effect of their words.
Reading Informational Text
RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RI.11-12.2
Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
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RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features.
RI.11-12.10
By the end of grade 12, read and comprehend literary nonfiction at the high end
of the grades 11-CCR text complexity band independently and proficiently.
Writing
W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level, concerns,
values, and possible biases.
W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
W.11-12.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.1e
Provide a concluding statement or section that follows from and supports the
argument presented.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W.11-12.2a
Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
W.11-12.2b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
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W.11-12.2c
Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
W.11-12.2d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.11-12.2f
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.11-12.9b
Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 11–12.)
Language
L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
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L.11-12.1a
Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
L.11-12.1b
Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American
Usage) as needed.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.11-12.2a
Observe hyphenation conventions.
L.11-12.2b
Spell correctly.
L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L.11-12.3a
Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
L.11-12.4a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
L.11-12.4b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
L.11-12.4c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11-12.4d
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
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World Literature
Grades 9-12
.5 or 1 English Credit
The World Literature course is an examination of literary works that have contributed
significantly to the thinking of humankind and have contributed greatly to various cultures. In
this course, students will read a variety of masterpieces and influential literary works. The
course may be organized by theme, genre, or chronology. The one-semester World Literature
course may focus mainly on one time period or span centuries to show the range of literary
heritage, whereas the one-year course will require reading of literature from the ancient
classical period to the twentieth century. In either case, the teacher will need to determine
whether the course will include mainly one or two genres or cover many genres, such as plays,
poetry, novels, and short stories. The teacher also has the freedom to determine the particular
countries and cultures that the works will represent. In the one-semester course, however, at
least one work should be chosen to represent the literature of each: (a) Classical Greece or
Rome, (b) Great Britain, (c) Europe, (d) the Americas, and (e) either Asia or Africa.
Reading Literature
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
RL.9-10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g.,
Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of
Icarus).
RL.9-10.8
Not applicable to literature.
RL.9-10.9
Analyze how an author draws on and transforms source material in a specific
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work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare).
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Writing
W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9-10.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1b
Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and concerns.
W.9-10.1c
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
W.9-10.1d
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.9-10.1e
Provide a concluding statement or section that follows from and supports
the argument presented.
W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W.9-10.2a
Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
W.9-10.2b
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
W.9-10.2c
Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
W.9-10.2d
Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
W.9-10.2e
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
W.9-10.2f
Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.9-10.3
Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
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W.9-10.3a
Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or
events.
W.9-10.3b
Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
W.9-10.3c
Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
W.9-10.3d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
W.9-10.3e
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–
10.)
W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
W.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.9-10.9a
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an
author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
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Mississippi College- and
Career- Readiness Standards
for English Language Arts
Advanced Placement
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Advanced Placement: English Language and Composition
Grades 9-12
1 English Credit
The College Board, a national organization, sponsors this course, through which college credit
may be earned if the student chooses to take and passes the AP examination and if the college
in question accepts the credit. To teach this course for the first time or for information,
teachers should contact their principal, guidance counselor, or AP coordinator at their school. If
further assistance or an order form for the teacher's guide and other helpful materials is
needed, contact:
The College Board
45 Columbus Avenue
New York, NY 10023
Phone: (212) 713-8000
An AP course in English Language and Composition engages students in becoming skilled
readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who
compose for a variety of purposes. Both their writing and their reading should make students
aware of the interactions among a writer’s purposes, audience expectations, and subjects, as
well as the way genre conventions and the resources of language contribute to effectiveness in
writing.
7
According to the College Board, the goals of an AP English Language and Composition course
are diverse because the college composition course is one of the most varied in the curriculum.
Although the college course provides students with opportunities to write about a variety of
subjects from a variety of disciplines and to demonstrate an awareness of audience and
purpose, the overarching objective in most first-year writing courses is to enable students to
write effectively and confidently in their college courses across the curriculum and in their
professional and personal lives. Most composition courses emphasize the expository, analytical
and argumentative writing that forms the basis of academic and professional communication,
as well as the personal and reflective writing that fosters the development of writing facility in
any context. In addition, most composition courses teach students that the expository,
analytical and argumentative writing they must do in college is based on reading as well as on
personal experience and observation. Composition courses, therefore, teach students to read
primary and secondary sources carefully, to synthesize material from these texts in their own
compositions, and to cite sources using conventions recommended by professional
organizations such as the Modern Language Association (MLA), the University of Chicago Press
(The Chicago Manual of Style), the American Psychological Association (APA) and the Council of
Biology Editors (CBE).
As in the college course, the purpose of the AP English Language and Composition course is to
enable students to read complex texts with understanding and to write prose of sufficient
7
This description is taken from the Advanced Placement Course Description.
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richness and complexity to communicate effectively with mature readers. An AP English
Language and Composition course should help students move beyond such programmatic
responses as the five-paragraph essay that provides an introduction with a thesis and three
reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although
such formulaic approaches may provide minimal organization, they often encourage
unnecessary repetition and fail to engage the reader. Students should be encouraged to place
their emphasis on content, purpose and audience and to allow this focus to guide the
organization of their writing.
College writing programs recognize that skill in writing proceeds from students’ awareness of
their own composing processes: the way they explore ideas and draft and revise their work.
This experience of the process of composing is the essence of the first-year writing course, and
the AP English Language and Composition course should emphasize this process, asking
students to write essays that proceed through several stages or drafts, with revision aided by
teacher and peers. Although these extended, revised essays are not part of the AP Exam, the
experience of writing them will help make students more self-aware and flexible writers and
thus may help their performance on the exam itself. The various AP English Language Released
Exams and AP Central® (www.apcentral.collegeboard.com) provide sample student essay
responses to exercises that can be useful as timed writing assignments and as the basis for
extended writing projects.
An AP English Language and Composition course may be organized in a variety of ways. It might
be organized thematically around a group of ideas or issues, using a variety of works and
examining rhetorical strategies and stylistic choices. A course focusing on the theme of liberty,
for example, might use such writers as John Stuart Mill, Frederick Douglass, Toni Morrison,
Susan B. Anthony, Joseph Sobran, Elie Wiesel, Emile Zola and Mary Wollstonecraft to examine
the wealth of approaches to subject and audience that these writers display. Another possibility
is to organize a course around sequences of assignments devoted to writing in particular forms
(argumentative, narrative, expository) or to group readings and writing assignments by form,
theme or voice, asking students to identify writers’ strategies and then practice them
themselves. Still another alternative is to use genre as an organizing principle for a course,
studying how the novel, compared to the autobiography, offers different possibilities for
writers, and how classical debate or argument influences us in ways that are not the same as
those used in consensus building. The study of language itself — differences between oral and
written discourse, formal and informal language, historical changes in speech and writing — is
often a productive organizing strategy for teachers.
Whatever form the course takes, students write in both informal and formal contexts to gain
authority and learn to take risks in writing. Imitation exercises, journal keeping, collaborative
writing and in-class responses are all good ways of helping students become increasingly aware
of themselves as writers and of the techniques employed by the writers they read. As well as
engaging in varied writing tasks, students become acquainted with a wide variety of prose
styles from many disciplines and historical periods and gain understanding of the connections
between writing and interpretive skill in reading (see the AP English Language and Composition
Teacher’s Guide for ideas on readings and sample curricula). Concurrently, to reflect the
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increasing importance of graphics and visual images in texts published in print and electronic
media, students are asked to analyze how such images both relate to written texts and serve as
alternative forms of text themselves. In addition, the informed use of research materials and
the ability to synthesize varied sources (to evaluate, use and cite sources) are integral parts of
the AP English Language and Composition course. Students move past assignments that allow
for the uncritical citation of sources and, instead, take up projects that call on them to evaluate
the legitimacy and purpose of sources used. One way to help students synthesize and evaluate
their sources in this way is the researched argument paper.
Research helps students to formulate varied, informed arguments. Unlike the traditional
research paper, in which works are often summarized but not evaluated or used to support the
writer’s own ideas, the researched argument requires students to consider each source as a
text that was itself written for a particular audience and purpose. Researched argument papers
remind students that they must sort through disparate interpretations to analyze, reflect upon,
and write about a topic. When students are asked to bring the experience and opinions of
others into their essays in this way, they enter into conversations with other writers and
thinkers. The results of such conversations are essays that use citations for substance rather
than show, for dialogue rather than diatribe.
While the AP English Language and Composition course assumes that students already
understand and use Standard English grammar, it also reflects the practice of reinforcing
writing conventions at every level. Therefore, occasionally the exam may contain multiple-
choice questions on usage to reflect the link between grammar and style. The intense
concentration on language use in the course enhances students’ ability to use grammatical
conventions appropriately and to develop stylistic maturity in their prose. Stylistic development
is nurtured by emphasizing the following:
• a wide-ranging vocabulary used appropriately and effectively;
• a variety of sentence structures, including appropriate use of subordination and
coordination;
• logical organization, enhanced by specific techniques to increase coherence, such as
repetition, transitions and emphasis;
• a balance of generalization and specific illustrative detail; and
• an effective use of rhetoric, including controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through diction and sentence structure.
When students read, they should become aware of how stylistic effects are achieved by writers’
linguistic choices. Since imaginative literature often highlights such stylistic decisions, fiction
and poetry clearly can have a place in the AP English Language and Composition course. The
main purpose of including such literature is to aid students in understanding rhetorical and
linguistic choices, rather than to study literary conventions.
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Because the AP course depends on the development of interpretive skills as students learn to
write and read with increasing complexity and sophistication, it is intended to be a full-year
course. Teachers at schools that offer only a single semester block for AP are encouraged to
advise their AP English Language and Composition students to take an additional semester of
advanced English in which they continue to practice the kind of writing and reading emphasized
in the AP class. Upon completing the AP English Language and Composition course, then,
students should be able to:
• analyze and interpret samples of good writing, identifying and explaining an author’s
use of rhetorical strategies and techniques;
• apply effective strategies and techniques in their own writing;
• create and sustain arguments based on readings, research and/or personal experience;
• write for a variety of purposes;
• produce expository, analytical and argumentative compositions that introduce a
complex central idea and develop it with appropriate evidence drawn from primary
and/or secondary sources, cogent explanations and clear transitions;
• demonstrate understanding and mastery of standard written English as well as stylistic
maturity in their own writings;
• demonstrate understanding of the conventions of citing primary and secondary sources;
• move effectively through the stages of the writing process, with careful attention to
inquiry and research, drafting, revising, editing and review;
• write thoughtfully about their own process of composition;
• revise a work to make it suitable for a different audience;
• analyze image as text; and
• evaluate and incorporate reference documents into researched papers.
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Advanced Placement: English Literature and Composition
Grades 9-12
1 English Credit
The College Board, a national organization, sponsors this course, through which college credit
may be earned if the student chooses to take and passes the AP examination and if the college
in question accepts the credit. To teach this course for the first time or for information,
teachers should contact their principal, guidance counselor, or AP coordinator at their school. If
further assistance or an order form for the teacher's guide and other helpful materials is
needed, contact
The College Board
45 Columbus Avenue
New York, NY 10023
Phone: (212) 713-8000
An AP English Literature and Composition course engages students in the careful reading and
critical analysis of imaginative literature. Through the close reading of selected texts, students
deepen their understanding of the ways writers use language to provide both meaning and
pleasure for their readers. As they read, students consider a work’s structure, style and themes,
as well as such smaller-scale elements as the use of figurative language, imagery, symbolism
and tone.
8
The course includes intensive study of representative works from various genres and periods,
concentrating on works of recognized literary merit such as those by the authors listed on
pages 52–53. The pieces chosen invite and reward rereading and do not, like ephemeral works
in such popular genres as detective or romance fiction, yield all (or nearly all) of their pleasures
of thought and feeling the first time through. The AP English Literature and Composition
Development Committee agrees with Henry David Thoreau that it is wisest to read the best
books first; the committee also believes that such reading should be accompanied by
thoughtful discussion and writing about those books in the company of one’s fellow students.
Reading
Reading in an AP course is both wide and deep. This reading necessarily builds upon and
complements the reading done in previous English courses so that by the time students
complete their AP course, they will have read works from several genres and periods — from
the 16th to the 21st century. More importantly, they will have gotten to know a few works well.
In the course, they read deliberately and thoroughly, taking time to understand a work’s
complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in
literary form. In addition to considering a work’s literary artistry, students reflect on the social
and historical values it reflects and embodies. Careful attention to both textual detail and
8
This description is taken from the Advanced Placement Course Description.
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historical context provides a foundation for interpretation, whatever critical perspectives are
brought to bear on the literary works studied.
A generic method for the approach to such close reading involves the following elements: the
experience of literature, the interpretation of literature and the evaluation of literature. By
experience, we mean the subjective dimension of reading and responding to literary works,
including precritical impressions and emotional responses. By interpretation, we mean the
analysis of literary works through close reading to arrive at an understanding of their multiple
meanings. By evaluation, we mean both an assessment of the quality and artistic achievement
of literary works and a consideration of their social and cultural values. All three of these
aspects of reading are important for an AP English Literature and Composition course.
Moreover, each corresponds to an approach to writing about literary works. Writing to
understand a literary work may involve writing response and reaction papers, along with
annotation, freewriting and keeping some form of a reading journal. Writing to explain a
literary work involves analysis and interpretation and may include writing brief focused
analyses on aspects of language and structure. Writing to evaluate a literary work involves
making and explaining judgments about its artistry and exploring its underlying social and
cultural values through analysis, interpretation and argument.
In short, students in an AP English Literature and Composition course read actively. The works
taught in the course require careful, deliberative reading. And the approach to analyzing and
interpreting the material involves students in learning how to make careful observations of
textual detail, establish connections among their observations, and draw from those
connections a series of inferences leading to an interpretive conclusion about the meaning and
value of a piece of writing.
Most of the works studied in the course were written originally in English, including pieces by
African, Australian, Canadian, Indian and West Indian authors. Some works in translation may
also be included (e.g., Greek tragedies, Russian or Latin American fiction). The actual choice is
the responsibility of the AP teacher, who should consider previous courses in the school’s
curriculum. In addition, the AP teacher should ensure that AP students will have studied, at
some point in their high school years, literature from both British and American writers, as well
as works written from the 16th century to contemporary times. In addition to British and
American literature, teachers are encouraged to include in their curricula other literature in
English. (See the AP English Literature and Composition Teacher’s Guide for sample curricula.)
In an ongoing effort to recognize the widening cultural horizons of literary works written in
English, the AP English Literature Development Committee will consider and include diverse
authors in the representative reading lists. Issues that might, from a specific cultural viewpoint,
be considered controversial, including references to ethnicities, nationalities, religions, races,
dialects, gender or class, are often represented artistically in works of literature. The
Development Committee is committed to careful review of such potentially controversial
material. Still, recognizing the universal value of literary art that probes difficult and harsh life
experiences and so deepens understanding, the committee emphasizes that fair representation
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of issues and peoples may occasionally include controversial material. Since AP students have
chosen a program that directly involves them in college-level work, the AP English Literature
and Composition Exam depends on a level of maturity consistent with the age of 12th-grade
students who have engaged in thoughtful analysis of literary texts. The best response to a
controversial detail or idea in a literary work might well be a question about the larger
meaning, purpose or overall effect of the detail or idea in context. AP students should have the
maturity, the skill and the will to seek the larger meaning through thoughtful research. Such
thoughtfulness is both fair and owed to the art and to the author.
Although neither linguistic nor literary history is the principal focus in the AP course, students
gain awareness that the English language that writers use has changed dramatically through
history, and that today it exists in many national and local varieties. They also become aware of
literary tradition and the complex ways in which imaginative literature builds upon the ideas,
works and authors of earlier times. Because the Bible and Greek and Roman mythology are
central to much Western literature, students should have some familiarity with them. These
religious concepts and stories have influenced and informed Western literary creation since the
Middle Ages, and they continue to provide material for modern writers in their attempts to give
literary form to human experience. Additionally, the growing body of works written in English
reflecting non-Western cultures may require students to have some familiarity with other
traditions.
Writing
Writing is an integral part of the AP English Literature and Composition course and exam.
Writing assignments focus on the critical analysis of literature and include expository, analytical
and argumentative essays. Although critical analysis makes up the bulk of student writing for
the course, well-constructed creative writing assignments may help students see from the
inside how literature is written. Such experiences sharpen their understanding of what writers
have accomplished and deepen their appreciation of literary artistry. The goal of both types of
writing assignments is to increase students’ ability to explain clearly, cogently, even elegantly,
what they understand about literary works and why they interpret them as they do.
To that end, writing instruction includes attention to developing and organizing ideas in clear,
coherent and persuasive language. It includes study of the elements of style. And it attends to
matters of precision and correctness as necessary. Throughout the course, emphasis is placed
on helping students develop stylistic maturity, which, for AP English, is characterized by the
following:
• a wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness;
• a variety of sentence structures, including appropriate use of subordinate and
coordinate constructions;
• a logical organization, enhanced by specific techniques of coherence such as repetition,
transitions and emphasis;
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• a balance of generalization with specific illustrative detail; and
• an effective use of rhetoric, including controlling tone, maintaining a consistent voice,
and achieving emphasis through parallelism and antithesis.
The writing required in an AP English Literature and Composition course is thus more than a
mere adjunct to the study of literature. The writing that students produce in the course
reinforces their reading. Since reading and writing stimulate and support one another, they are
taught together in order to underscore both their common and their distinctive elements.
It is important to distinguish among the different kinds of writing produced in an AP English
Literature and Composition course. Any college- level course in which serious literature is read
and studied includes numerous opportunities for students to write and rewrite. Some of this
writing is informal and exploratory, allowing students to discover what they think in the process
of writing about their reading. Some of the writing involves research, perhaps negotiating
differing critical perspectives. Much writing involves extended discourse in which students
develop an argument or present an analysis at length. In addition, some writing assignments
should encourage students to write effectively under the time constraints they encounter on
essay exams in college courses in many disciplines, including English.
The various AP English Literature and Composition Released Exams and AP Central provide
sample student essay responses written under exam conditions —with an average time of 40
minutes for students to write an essay response. These essays were written in response to two
different types of questions: (1) an analysis of a passage or poem in which students are
required to discuss how particular literary elements or features contribute to meaning; and
(2) an “open’’ question in which students are asked to select a literary work and discuss its
relevant features in relation to the question provided. Students can be prepared for these free-
response questions through exercises analyzing short prose passages and poems and through
practicing with “open’’ analytical questions. Such exercises need not always be timed; instead,
they can form the basis for extended writing projects.
Because the AP course depends on the development of interpretive skills as students learn to
write and read with increasing complexity and sophistication, the AP English Literature and
Composition course is intended to be a full-year course. Teachers at schools that offer only a
single semester block for AP are encouraged to advise their AP English Literature and
Composition students to take an additional semester of advanced English in which they
continue to practice the kind of writing and reading emphasized in their AP class.
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Mississippi College- and
Career- Readiness Standards
for English Language Arts
Compensatory English
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Compensatory English I
.5 or 1 Elective Credit
Students in English I in need of instructional support, intervention, or remediation may be
enrolled in the Compensatory English I course under the following stipulations:
The Compensatory course:
1. must be taken in concert with MS CCRS English I;
2. includes content supportive of the accompanying English I course, and;
3. may be taken as an elective, but will not satisfy the number of Carnegie units in English
required for graduation.
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Compensatory English II
.5 or 1 Elective Credit
Students in English II in need of instructional support, intervention, or remediation may be
enrolled in the Compensatory English II course under the following stipulations:
The Compensatory course:
1. must be taken in concert with MS CCRS English II;
2. includes content supportive of the accompanying English II course, and;
3. may be taken as an elective, but will not satisfy the number of Carnegie units in English
required for graduation.
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Compensatory English III
.5 or 1 Elective Credit
Students in English III in need of instructional support, intervention, or remediation may be
enrolled in the Compensatory English III course under the following stipulations:
The Compensatory course:
1. must be taken in concert with MS CCRS English III;
2. includes content supportive of the accompanying English III or other credit bearing
English course, and;
3. may be taken as an elective, but will not satisfy the number of Carnegie units in English
required for graduation.
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Compensatory English IV
.5 or 1 Elective Credit
Students in English IV in need of instructional support, intervention, or remediation may be
enrolled in the Compensatory English IV course under the following stipulations:
The Compensatory course:
1. must be taken in concert with MS CCRS English IV;
2. includes content supportive of the accompanying English IV or other credit bearing
English course, and;
3. may be taken as an elective, but will not satisfy the number of Carnegie units in English
required for graduation.
Source: Miss. Code Ann. § 37-177-1, et seq., (Act)
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APPENDIX
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GLOSSARY
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Absolute phrase: A noun phrase with one modifier, often a participial phrase,
following the noun headword. An absolute phrase can explain a cause or
condition. Ex: The temperature having dropped suddenly, we decided to build a
fire in the fireplace, or it can add a detail or a point of focus, Ex: The children
rushed out the schoolhouse door, their voices filling the playground with shouts of
freedom.
Adages/proverbs: Short sayings that describe what is perceived to be an
important fact or familiar wisdom.
Adjectival: Any structure (word, phrase, or clause) that fills the role of an
adjective and functions as an adjective normally does, modifying a noun. Ex: The
house on the corner is new.
Adverbial: Any structure (word, phrase, or clause) that functions as a modifier of
a verb and fills the role of an adverb. Ex: We drove to the airport to pick up Uncle
Louie. To the airport is an adverbial prepositional phrase and to pick up Uncle
Louie is an adverbial infinitive phrase, both modifying the verb drove.
Affix: A morpheme or a meaningful part of a word that is attached before or after
a root to modify its meaning; a category that includes prefixes, suffixes, and
infixes.
Alliteration: The repetition of initial consonant sounds in words such as Peter
Piper picked.
Allusion: Reference to a mythological, literary, or historical person, place, or
thing.
Alternate claim: A statement that supports the same overall concept as the
original claim but with a different goal.
Analogy: Comparison of two things to illustrate common aspects.
Anecdote: A short and interesting story or an amusing event delivered to
demonstrate a point and make readers or listeners laugh.
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Aphorism: A statement of some general principle expressed memorably by
condensing a large amount of wisdom into very few words. Ex: “Give a man a
mask and he will tell you the truth” (Wilde).
Argument: A logical way of presenting a belief, conclusion, or stance. Effective
arguments are supported by reasoning and evidence.
Audience: A writer’s targeted reader or readers.
Author’s purpose: An author’s main reason for writing. A writer’s purpose may be
to entertain, to inform, to persuade, to teach a moral lesson, or to reflect on an
experience. An author may have more than one purpose for writing.
Autobiography: A written account of an author’s own life.
Biography: An account of a person’s life written by another person.
Blending: Combining parts of a spoken word into a whole representation of the
word. For example, /p/ /oo/ /l/ can be blended together to form the word pool.
Cause and effect: Text structure in which the author presents one or more causes
and then describes the resulting effects.
Central message (central idea): The main idea of a fictional text; the central
message may be directly stated or implied.
Chronology: Text structure in which the author uses numerical or chronological
order to present items or events.
Claim: An arguable statement that a writer asks a reader to accept.
Clause: A word group consisting of a subject and predicate.
Coherence: Continuity of meaning that enables others to make sense of a text.
Collaborative conversations: Opportunities for students to interact with a wide
range of their peers to reflect on their own ideas, to reflect on the ideas of others,
and to practice using academic language.
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Comparative adjectives and adverbs: Adjectives or adverbs used to compare one
person, thing, or group with another person, thing, or group.
Comparison and contrast: Text structure in which the author compares and
contrasts two or more similar events, topics, or objects.
Concrete words and phrases: Words or phrases used to describe characteristics
and/or qualities that can be perceived through the senses.
Conflict: A struggle or clash between opposing characters, forces, or emotions.
Conjunctive adverb: A conjunction with an adverbial emphasis that connects two
clauses. Common conjunctive adverbs are however, therefore, nevertheless, and
moreover. Ex: Chocolate is delicious; however, I try my best to stay away from it.
Connotation: Implicit rather than explicit meaning of a word. It consists of the
suggestions, associations, and emotional overtones attached to a word.
Consonant-Vowel-Consonant (CVC) words: An example of a continuum of word
type classified according to the level of decoding difficulty. CVC words are easily
decodable. Ex: bat, mat, dog, pig.
Context: The language that surrounds a given word or phrase (linguistic context)
or the field of meaningful associations that surround a given word or phrase
(experiential context).
Conventions: The surface features of writing, including mechanics, usage, and
sentence formation.
Coordinating conjunction: Used to show a relationship between words, phrases,
or clauses. Ex: 1) The flag was red, white, and blue; 2) Small but strong, Jamie won
first place.
Correlative conjunction: Conjunction used to join words, phrases, or clauses. Ex:
Either Mary or Tori will cook dinner.
Decoding: Using knowledge of the conventions of spelling-sound relationships
and knowledge about pronunciation of irregular words to derive a pronunciation
of written words.
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Demonstratives: Demonstrative pronouns and demonstrative adjectives modify
nouns. Demonstrative adjectives indicate exactly which noun the speaker is
referencing and where it is relative to the position of the speaker. Ex: These shoes
are uncomfortable. Demonstrative pronouns take the place of a noun phrase. Ex:
The bread you are eating is made from wheat. →That is made from wheat.
Denotation: Exact, literal definition of a word independent of any emotional
association or secondary meaning.
Dependent clause: A clause that fills a role in a sentence (such as adverbial,
adjectival, or nominal) and that cannot stand independently as a sentence. Ex: He
climbed until he was exhausted (adverbial clause); I wonder where I put my keys
(nominal clause functioning as a direct object).
Derivational suffix: A type of bound morpheme; a suffix, such as –ity, -ive, and –
ly, that can change the part of speech of the root or base word to which it is
added.
Description: Text structure that presents a topic, along with the attributes,
specifics, or setting information that describes that topic.
Detail: Fact revealed by the author or speaker that supports the attitude or tone
in a piece of poetry or prose. In informational texts, details provide information to
support the author’s main point.
Determiner: A structure-class word that marks or signals a noun; appears as the
first word in a noun phrase before the noun and before any modifiers in the
phrase. Ex: The telephone is a necessary invention.
Dialect: A distinctive variety of a language spoken by members of an identifiable
regional group, nation, etc.
Dialogue: Spoken exchanges between characters in a dramatic or literary work,
usually between two or more speakers.
Dictating: The process of writing down what someone else has said; a way for a
parent or teacher to record a child’s ideas when the writing demands surpass the
child’s writing skills.
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Domain specific vocabulary: Words that are specific to a domain or field of study
and key to understanding a new concept within a text. These words are often
referred to as Tier Three words.
Drama: The general term for performances in which actors impersonate the
actions and speech of fictional or historical characters (or non-human entities) for
the entertainment of an audience, either on a stage or by means of a broadcast.
Emergent literacy and emergent reader texts: The skills, knowledge, and
attitudes that are developmental precursors to conventional forms of reading and
writing; emergent reader texts support the acquisition of these skills.
Euphemism: A mild or indirect word or expression substituted for one considered
to be too harsh or blunt when referring to something unpleasant or embarrassing.
Evidence: Supporting information a writer or speaker uses to prove a claim.
Explicit textual evidence: Information that is directly stated in a text.
Exposition: One of the classifications of discourse whose function is to inform, to
instruct, or to present ideas and general truths. Exposition presents information,
provides explanations and definitions, and compares and contrasts.
Fable: Brief story that teaches a moral or practical lesson about life.
Fantasy: Story employing imaginary characters living in fictional settings where
the rules of the real world are altered for effect.
Fiction: Imaginative literary works representing invented rather than actual
persons, places, and/or events.
Figurative language: An expression that departs from the accepted literal sense
or from the normal order of words; an extension of this definition includes the
use of sound for emphasis, including onomatopoeia, alliteration, assonance, and
consonance.
Firsthand account: An event or topic based on an author’s personal experience.
Examples include diaries, autobiographies, and letters.
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Firsthand narration: Narration in which the narrator is either involved in or
witnesses the events in a story.
Flashback: Scene that interrupts the action of a work to show a previous event.
Fluency: In reading, fluency refers to the ability to read with sufficient speed to
support understanding.
Folktale: Short story from the oral tradition that reflects the mores and beliefs of
a particular culture.
Formal English: A writing or speaking style characterized by traditional
grammatical structure and conservative vocabulary.
Genre: Category used to classify literary and other works by form, technique, or
content.
Grammar: The system and structure of a language.
Grapheme: A letter or letter combination that spells a phoneme; can be one, two,
three, or four letters in English. (Ex: e, ei, igh, eigh).
Graphic: Pictorial representation of data or ideas using columns, matrices, or
other formats.
High frequency words: A small group of words (300-500) that account for a large
percentage of the words in print and can be regular or irregular words (i.e., Dolch
or Fry). Often, they are referred to as “sight words” since automatic recognition of
these words is required for fluent reading.
Idiom: a phrase or expression that differs from the literal meaning of the words.
Ex: It’s time to let the cat out of the bag.
Imagery: Multiple words or a continuous phrase that a writer uses to represent
persons, objects, actions, feelings, and ideas descriptively by appealing to the
senses.
Independent clause: A clause that can stand by itself as a simple sentence, can be
combined with one or more independent clauses in a compound sentence, and
can serve as the main clause in a complex sentence.
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Ex:
The roof leaks.
The roof leaks, and the floor sags.
Whenever it rains, the roof leaks.
Inflection: A type of bound morpheme; a grammatical ending that does not
change the part of speech of a word but marks its tense, number, or degree in
English (e.g., -s, -ed, -ing).
Inference: Act or process of deriving logical conclusions from premises known or
assumed to be true; the conclusions drawn from this process.
Informal discourse: Language characterized by non-technical vocabulary, simple
sentence structure, and less formal language.
Informational texts: Nonfiction texts that contain facts and information; also
referred to as expository texts.
Introductory elements: Clauses, phrases, and words that appear before the main
clause in a sentence.
Irony: Tension that arises from the discrepancy, either between what one says
and what one means (verbal irony), between what a character believes and what
a reader knows (dramatic irony), or between what occurs and what one expects
to occur (situational irony).
Irregular verb: A verb that does not form its past tense and past participle by
adding –ed, -d, or –t, as regular verbs do. Ex: sing, sang, sung; go, went, gone.
Literary heritage: Works by authors whose writing influenced and continues to
influence the public language, thinking, history, literary culture, and politics of a
nation. These works comprise the literary and intellectual capital drawn on by
later writers.
Letter sound correspondence (also sound symbol correspondences): The rules
and patterns by which letters and letter combinations represent speech sounds.
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Literary nonfiction: Text that conveys factual information. The text may or may
not employ a narrative structure and characteristics such as dialogue.
Additionally, literary nonfiction may also persuade, inform, explain, describe, or
amuse.
Main idea: The central thought of a nonfiction text.
Memoir: Type of autobiography that usually focuses on a single time period or
historical event.
Metaphor: A thing, idea, or action referred to by a word or expression normally
reserved for another thing, idea, or action to suggest a common quality shared
between the two. Ex: “All the world’s a stage…”
Meter: The measured pattern of rhythmic accents in poems.
Modal auxiliary verb: A verb that combines with another verb to indicate mood
or tense. Ex: I will go to the doctor next week.
Mood (a): The form of a verb that indicates the writer’s attitude toward a
statement as it is made. Ex: I wish I could go.
Mood (b): Atmosphere or predominant emotion in a literary work.
Morphology: The study of the meaningful units in a language and how they are
combined in word formation.
Motivation: Circumstance or set of circumstances that prompt a character to act
a certain way or that determine the outcome of a situation.
Multi-syllabic words: Words with more than one syllable. The average number of
syllables in the words students read should increase steadily throughout the
grades.
Myth: Traditional story accepted as history, which serves to explain the
worldview of a people, usually in supernatural or imaginative terms.
Mythology: A body of related myths most often regarded as fictional stories
containing deeper truths.
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Narration: The process of relating a sequence of events.
Narrative: A story about fictional or real events.
Narrator: One who tells, or is assumed to be telling, the story in a given narrative.
Nuance: A subtle difference in meaning, expression, or sound.
Onset-rime: The natural division of a syllable into two parts, the onset coming
before the vowel and the rime including the vowel and what follows it (e.g., pl-an,
shr-ill).
Opinion piece: Writing in which a personal opinion is expressed about a topic. As
grade levels progress, the writer must support a point of view with reasons
and/or information.
Opposing claim: A statement that is the opposite of an original claim.
Oxymoron: A figure of speech that combines two usually contradictory terms in a
compressed paradox, as in the word bittersweet or the phrase living death.
Pace: The speed and rhythm at which the events unfold in a story or scene. A
variety of devices, such as structure and word choice, are used to control the
speed and rhythm of a story or scene, and how quickly the story unfolds depends
upon the needs of the story. A story unfolds more quickly during more intense
scenes and within short stories or adventure stories.
Paradox: A statement or expression so surprisingly self-contradictory as to
provoke the reader into seeking another sense or context in which it would be
true. Wordsworth’s line “the Child is the father of the Man” and Shakespeare’s
“the truest poetry is the most feigning” are literary examples.
Parallel plots: Correspondences between larger elements of dramatic or narrative
works, such as the relation of a subplot, usually involving characters of lesser
importance (and often of lower social status), to the main plot.
Parallel structure/Parallelism: Two or more of the same grammatical structures
that are coordinated and given equal weight.
Paraphrase: A reader’s own version of a writer’s essential information.
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Participial: A present or past participle together with its subject or complements
and/or modifiers. Ex: Still clutching their pizza in their hands, the kids left the
room.
Participle: The verb forms that appear in verb phrases after the auxiliary verbs to
be, as in I was eating (present participle), and to have, as in I have eaten (past
participle). Participle is also the term used to refer to the present or past
participle in its role as an adjectival, as a modifier in a noun phrase. The band
members, wearing their snazzy new uniforms, proudly marched onto the field.
Personification: Metaphor that gives inanimate objects or abstract ideas human
characteristics.
Perspective: Position, stance, or viewpoint from which something is considered or
evaluated.
Persuasion (persuasive writing): Form of discourse whose function is to convince
an audience or to prove or refute a point of view of an issue.
Phoneme: A speech sound that combines with others in a language system to
make words; English has 40 to 44 phonemes, according to various linguists.
Phoneme isolation: Recognizing individual sounds in a word (e.g., /p/ is the first
sound in the word pan).
Phonemic awareness: The ability to notice, think about, or manipulate the
individual phonemes (sounds) in words. It is the ability to understand that sounds
in spoken language work together to make words. This term is used to refer to
the highest level of phonological awareness: awareness of individual phonemes in
words.
Phonetic spelling: The process of listening for each sound in a word and
representing each sound with a letter or combination of letters.
Phonics: The study of the relationships between letters and the sounds they
represent; the term is also used as a descriptor for code-based instruction in
reading.
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Phonological awareness: One’s sensitivity to, or explicit awareness of, the
phonological structure of words in one’s language. This is an “umbrella” term that
is used to refer to a student’s sensitivity to any aspect of phonological structure in
language. It encompasses awareness of individual words in sentences, syllables,
and onset-rime segments as well as awareness of individual phonemes.
Plagiarism: The theft of ideas (such as the plots of narrative or dramatic works) or
of written passages or works, where these are passed off as one’s own work
without acknowledgement of their true origin. Plagiarism is not easily separable
from imitation, adaptation, or pastiche, but is usually distinguished by its
dishonest intention.
Plot: Sequence of events or actions in a short story, novel, or narrative poem.
Point of View: Perspective or vantage point from which a literary work is told or
the way in which the author reveals characters, actions, and ideas.
Precise language: Vivid, descriptive words that describe a topic.
Prefix: A morpheme that precedes a root and that contributes to or modifies the
meaning of a word.
Problem/Solution: Text structure in which the main ideas are organized into two
parts: a problem and a subsequent solution that responds to the problem, or a
question and an answer that responds to the question.
Procedural text: Text that conveys information in the form of directions for
accomplishing a task. A distinguishing characteristic of this text type is that it is
composed of discrete steps to be performed in a strict sequence with an implicit
end product or goal.
Progressive verb form: A verb form that indicates a continuing action or one that
was in progress when something else occurred; consists of some form of the
auxiliary verb be followed by a verb with ing on the end.
Prompting: Questions posed during reading to check for understanding.
Prose: A form of language that has no formal metrical structure. It applies a
natural flow of speech rather than rhythmic structure.
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Pronoun-antecedent agreement: Correspondence in gender and number
between a pronoun and the word or word group to which a pronoun refers.
Purpose: Specific reason or reasons for writing. Purpose conveys what the
readers have to gain by reading the selection; it is also the objective or the goal
that the writer wishes to establish.
Rate: The speed at which a person reads.
Reason: The logical support behind an argument.
Relative adverbs: Adverbs that introduce relative clauses. The most common
relative adverbs are where, when, and why.
Relative clause: A dependent clause that provides more information about a
noun.
Relative pronouns: Pronouns that introduce relative clauses. The most common
relative pronouns are who, whom, whose, which, and that.
Regular verb: A verb that forms its past tense and participle by the addition of –d
or –ed to the present tense form.
Retelling: Recalling the content of what was read or heard.
Repetition: Deliberate use of any element of language more than once: sound,
word, phrase, sentence, grammatical pattern, or rhythmical pattern.
Rhetoric: The art of using words to persuade in writing or speaking. Writers
frequently use three modes of persuasion: ethos (persuasive appeal based on the
character and credibility of the writer or speaker) pathos (persuasion by an
appeal to emotion), and logos (persuasion by an appeal to logic).
Rhetorical devices and features: Techniques used by a writer to persuade an
audience.
Rhyme: Repetition of sounds in two or more words or phrases that appear close
to each other in a poem. End rhyme occurs at the end of lines; internal rhyme
occurs within a line; Slant rhyme is approximate rhyme; a rhyme scheme is the
pattern of end rhymes.
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Rhyming words: Sharing identical or at least similar medial and final phonemes in
the last syllable. Because English has a writing system with a deep orthography,
words can rhyme without sharing similar orthography (e.g. suite and meet).
Rhythm: Regular recurrence and speed of sound and stresses in a poem or work
of prose.
Root: A bound morpheme, usually of Latin origin, that cannot stand alone but is
used to form a family of words with related meanings.
Register: A variety of language used in specified kinds of formal and informal
situations.
Sarcasm: The use of verbal irony in which a person appears to be praising
something but is actually insulting it.
Satire: Prose in which witty language is used to convey insults or scorn.
Scaffolding: Refers to the support that is given to students in order for them to
arrive at the correct answer. Scaffolding may be embedded in the features of the
instructional design such as starting with simpler skills and building progressively
to more difficult skills. The ultimate goal of scaffolding is to lead students to
greater independence.
Scene: In a drama, scenes represent actions happening in one place at one time.
In narrative works, the term applies to a dramatic method of narration that
presents events at roughly the same pace at which they are supposed to occur.
Secondhand account: An event or topic based on an author’s research rather
than on personal experience.
Segmentation: Breaking down a spoken word into word parts by inserting a pause
between each part. Words can be segmented at the word level (in the case of
compound words), at the syllable level, at the onset-rime level, and at the
phoneme level.
Sensory details: Words or phrases that can be recognized or described through
sight, sound, touch, smell, or taste.
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Setting: The time and place in which events in a short story, novel, or narrative
poem take place.
Sequence: Text structure in which ideas are grouped on the basis of order or
time.
Shades of meaning: Small differences in meaning between words that are similar.
Simile: An explicit comparison between two different things, actions, or feelings
using the words like or as. Ex: He was as quiet as a mouse.
Soliloquy: A dramatic speech uttered by one character speaking aloud while alone
(or under the impression of being alone). The speaker reveals his or her inner
thoughts to the audience through either direct address or self-communication.
Sonnet: Fourteen-line lyric poem, usually written in iambic pentameter.
Spatial words: Signal words that emphasize location.
Spelling patterns and generalizations: The generalizing principles and
recognizable patterns that aid in learning to spell.
Stage directions: Words in a dramatic script that define an actor’s actions,
movements, and attitudes.
Standard English: The most widely accepted and understood form of expression
in English in the United States.
Stanza: A division of a poem that is composed of two or more lines.
Style: A writer’s characteristic manner of employing language.
Subordinating conjunction: A word or phrase used to introduce a subordinate
clause.
Suffix: A derivational morpheme (added to a root or base word) that often
changes the word’s part of speech and modifies its meaning.
Summary: A condensed version of a larger reading in which a writer uses his or
her own words to express the main idea and relevant details of the text.
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Superlative adjectives or adverbs: Adjectives or adverbs used to compare one
person, thing, or group with all others in its class.
Syllable: The unit of pronunciation that is organized around a vowel; it may or
may not have consonants before or after the word.
Symbol: Object, person, place, or action that has both a meaning in itself and that
stands for something larger than itself, such as a quality, attitude, belief, or value.
Syntax: Arrangement of words and order of grammatical elements in a sentence.
Technical meaning: Words or groups of words that relate to a specific process or
activity.
Temporal words and phrases: Signal words or phrases used to refer to time or
sequence of events.
Tension: The feeling or experience of the reader or audience as a story unfolds,
especially the closer the reader or audience approaches the climax of a story. The
feelings and experience can include increased involvement or interest, dread,
anticipation, thrill, or uncertainty. An author may create tension through pacing,
foreshadowing, actions, word choice, sentence or text structure, dramatic irony,
and other techniques and devices.
Text complexity band: Readability levels assigned to determine text difficulty
after using a formula to calculate factors such as sentence and word length and
frequency of unfamiliar words.
Text features: Additional information about a text, including headings, captions,
illustrations, boldface words, graphs, diagrams, and glossaries that help readers
comprehend a text.
Textual evidence: Support lifted directly from a text to support inferences, claims,
and assertions. Using textual evidence demands that readers engage with the text
and share the specific aspects of the text that influence their thinking.
Theme: Central meaning of a literary work. A literary work can have more than
one theme.
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Third person narration: Narration in which the narrator stands outside the events
in a story.
Tone: A writer’s or speaker’s attitude toward a subject, character, or audience
conveyed through the author’s choice of words and detail. Tone can be serious,
humorous, sarcastic, objective, etc.
Traditional literature: The songs, stories, myths, and proverbs of a people handed
down orally before they were written.
Transitional words and phrases: Words and phrases used to create logical links
between ideas expressed in writing.
Trait: Distinguishing feature, as of a person’s character.
Understatement: A kind of irony that deliberately represents something as being
much less that it really is; the opposite of hyperbole or overstatement.
Verse: Any single, long line of a poetry composition. Verse can, however, also
refer to a stanza or any other part of a poem.
Voice: Distinctive style or manner of expression of an author or of a character.
2016 Mississippi College- and Career-Readiness Standards for English Language Arts
229
Sources
www.achievethecore.org
www.ascd.org
www.commoncore.scholastic.com
www.eduplace.com
www.fisherandfrey.com
www.fcrr.org/Curriculum/glossary/glossaryofReading
.pdf
The Grammar Glossary
LETRS (Language Essentials for Teachers of Reading and Spelling)
www.literarydevices.net
http://www.macmillanmh.com/
http://neuhaus.org/glossary/
Oxford Dictionary of Literary Terms
www.oxfordreference.com
www.owl.english.purdue.edu
http://www.phschool.com/atschool/txtbk_res_la.html
www.readingrockets.org/article/how-to-teach-expository-text-structure-
facilitate-reading-comprehension
https://www.sedl.org/reading/framework/glossary.html
Source: Miss. Code Ann. §37-1-3 (Revised 1/2016)