PSAT 8-9 Essential Knowledge and Skills - English

ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)
ReadiStep Aligned Texas Essential Knowledge and Skills

Skill Category and Description of Grade Standard Performance
Skills Expectations
Determining the Meaning of Words: Seventh (2) Reading/Vocabulary Development. Students understand 2.A
Understanding of vocabulary and sentence Grade new vocabulary and use it when reading and writing. 2.B
structure — Student determines the meaning of a
word in a sentence or a section of text by using Eighth (2) Reading/Vocabulary Development. Students understand 2.A
context clues, knowledge of the meaning of Grade new vocabulary and use it when reading and writing. 2.B
words, knowledge of root words and affixes, and
understanding of how the different parts of a
sentence fit together.
Author’s Craft: Seventh (6) Reading/Comprehension of Literary Text/Fiction. Students 6.C
Understanding of an author’s use of language and Grade understand, make inferences and draw conclusions about the
devices — Student understands an author’s structure and elements of fiction and provide evidence from
purpose in a text. Student recognizes that authors text to support their understanding.
use word choice, literary devices and rhetorical Eighth (6) Comprehension of Literary Text/Fiction. Students 6.C
devices to achieve certain effects. Grade understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from
text to support their understanding.
(8) Comprehension of Literary Text/Sensory Language. 8
Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their
understanding. Students are expected to explain the effect
of similes and extended metaphors in literary text.
(9) Comprehension of Informational Text/Culture and 9
History. Students analyze, make inferences and draw
conclusions about the author's purpose in cultural, historical,
and contemporary contexts and provide evidence from the
text to support their understanding. Students are expected
to analyze works written on the same topic and compare
how the authors achieved similar or different purposes.
Reasoning and Inferencing: Seventh Reading/Comprehension Skills. Students use a flexible range RC.D
Use of reasoning and critical thinking to extend or Grade of metacognitive reading skills in both assigned and RC.E
elaborate on a text — Student uses reasoning to independent reading to understand an author's message. RC.F
connect ideas within a text or across short texts Students will continue to apply earlier standards with greater
and to draw conclusions about a text or texts. depth in increasingly more complex texts as they become
Student makes inferences and recognizes self‐directed, critical readers.
implications in a text. (7) Reading/Comprehension of Literary Text/Literary 7
Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features
of literary nonfiction and provide evidence from text to
support their understanding. Students are expected to
describe the structural and substantive differences between
an autobiography or a diary and a fictional adaptation of it.
(8) Reading/Comprehension of Literary Text/Sensory 8
Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to
determine the figurative meaning of phrases and analyze
how an author's use of language creates imagery, appeals to
the senses, and suggests mood.
(9) Reading/Comprehension of Informational Text/Culture 9
and History. Students analyze, make inferences and draw
to explain the difference between the theme of a literary
work and the author's purpose in an expository text.
(10) Reading/Comprehension of Informational 10.D
Text/Expository Text. Students analyze, make inferences and
draw conclusions about expository text and provide evidence
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Skills Expectations
Reasoning and Inferencing: from text to support their understanding.
Use of reasoning and critical thinking to extend or Eighth Reading/Comprehension Skills. Students use a flexible range RC.D
elaborate on a text — Student uses reasoning to Grade of metacognitive reading skills in both assigned and RC.E
connect ideas within a text or across short texts independent reading to understand an author's message. RC.F
and to draw conclusions about a text or texts. Students will continue to apply earlier standards with greater
Student makes inferences and recognizes depth in increasingly more complex texts as they become
implications in a text. self‐directed, critical readers.
(7) Comprehension of Literary Text/Literary Nonfiction. 7
about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their
understanding. Students are expected to analyze passages in
well‐known speeches for the author's use of literary devices
and word and phrase choice (e.g., aphorisms, epigraphs) to
appeal to the audience.
(8) Comprehension of Literary Text/Sensory Language. 8
about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their
understanding. Students are expected to explain the effect
of similes and extended metaphors in literary text.
(10) Comprehension of Informational Text/Expository Text. 10.A
Students analyze, make inferences and draw conclusions 10.C
about expository text and provide evidence from text to 10.D
support their understanding.
(11) Comprehension of Informational Text/Persuasive Text. 11.A
Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to
support their analysis.
Organization and Ideas: Seventh Reading/Comprehension Skills. Students use a flexible range RC.F
Understanding of ideas and recognition of a text’s Grade of metacognitive reading skills in both assigned and
organization — Student understands, connects independent reading to understand an author's message.
and compares ideas within a text or across short Students will continue to apply earlier standards with greater
texts. Student understands how a text is depth in increasingly more complex texts as they become
organized and recognizes the functions of self‐directed, critical readers.
different parts of a text. (7) Reading/Comprehension of Literary Text/Literary 7
Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features
of literary nonfiction and provide evidence from text to
describe the structural and substantive differences between
(8) Reading/Comprehension of Literary Text/Sensory 8
Language. Students understand, make inferences and draw
conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to
determine the figurative meaning of phrases and analyze
how an author's use of language creates imagery, appeals to
the senses, and suggests mood.
(10) Reading/Comprehension of Informational 10.C
Text/Expository Text. Students analyze, make inferences and 10.D
draw conclusions about expository text and provide evidence
from text to support their understanding.
Eighth Reading/Comprehension Skills. Students use a flexible range RC.F
Grade of metacognitive reading skills in both assigned and
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Skills Expectations
Organization and Ideas: independent reading to understand an author's message.
Understanding of ideas and recognition of a text’s Students will continue to apply earlier standards with greater
organization — Student understands, connects depth in increasingly more complex texts as they become
and compares ideas within a text or across short self‐directed, critical readers.
texts. Student understands how a text is (7) Comprehension of Literary Text/Literary Nonfiction. 7
organized and recognizes the functions of Students understand, make inferences and draw conclusions
different parts of a text. about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their
understanding. Students are expected to analyze passages in
well‐known speeches for the author's use of literary devices
and word and phrase choice (e.g., aphorisms, epigraphs) to
appeal to the audience.
(10) Comprehension of Informational Text/Expository Text. 10.C
Students analyze, make inferences and draw conclusions 10.D
about expository text and provide evidence from text to
support their understanding.
(11) Comprehension of Informational Text/Persuasive Text. 11.A
Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to
support their analysis.
Understanding Literary Elements: Seventh (3) Reading/Comprehension of Literary Text/Theme and 3.C
Use of knowledge of literary elements — Student Grade Genre. Students analyze, make inferences and draw
uses understanding of setting, plot, conclusions about theme and genre in different cultural,
characterization, theme and narrative perspective historical, and contemporary contexts and provide evidence
(point of view) when analyzing a literary text. from the text to support their understanding.
(6) Reading/Comprehension of Literary Text/Fiction. Students 6.A
understand, make inferences and draw conclusions about the 6.B
structure and elements of fiction and provide evidence from 6.C
Eighth (3) Comprehension of Literary Text/Theme and Genre. 3.C
Grade Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text
to support their understanding.
(6) Comprehension of Literary Text/Fiction. Students 6.A
understand, make inferences and draw conclusions about the 6.B
structure and elements of fiction and provide evidence from 6.C
Manage Word Choice and Grammatical Seventh (14) Writing/Writing Process. Students use elements of the 14.D
Relationships Between Words: Grade writing process (planning, drafting, revising, editing, and
Student knows parts of speech and how they publishing) to compose text.
agree in a well‐formed sentence (for example, (19) Oral and Written Conventions/Conventions. Students 19.A.i
subject‐verb‐object agreement; pronoun case, understand the function of and use the conventions of 19.A.v
reference and agreement; verb form and tense; academic language when speaking and writing. Students will 19.A.vi
consistency of voice and person). Student corrects continue to apply earlier standards with greater complexity.
errors in grammatical relationships between and Eighth (14) Writing/Writing Process. Students use elements of the 14.D
among words in a sentence in order to Grade writing process (planning, drafting, revising, editing, and
communicate ideas clearly and concisely. publishing) to compose text.
(19) Oral and Written Conventions/Conventions. Students 19.A.i
understand the function of and use the conventions of 19.A.iv
academic language when speaking and writing. Students will
continue to apply earlier standards with greater complexity.
Manage Grammatical Structures Used to Modify Seventh (14) Writing/Writing Process. Students use elements of the 14.D
or Compare: Grade writing process (planning, drafting, revising, editing, and
Student manages modifiers and objects (for publishing) to compose text.
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Skills Expectations
example, adjectives and nouns, adverbs and verbs (19) Oral and Written Conventions/Conventions. Students 19.A.iii
or adjectives, modifying clauses and their objects) understand the function of and use the conventions of
to ensure that the modifier‐object references are academic language when speaking and writing. Students will
clear, logical and correctly formed. Student continue to apply earlier standards with greater complexity.
corrects errors in modifier‐object references, Eighth (14) Writing/Writing Process. Students use elements of the 14.D
comparative structures and superlative structures Grade writing process (planning, drafting, revising, editing, and
in a sentence to communicate ideas clearly and publishing) to compose text.
concisely. (19) Oral and Written Conventions/Conventions. Students 19.A.iii
understand the function of and use the conventions of
Manage Phrases and Clauses in a Sentence: Seventh (14) Writing/Writing Process. Students use elements of the 14.D
Student uses well‐formed sentence structures (for Grade writing process (planning, drafting, revising, editing, and
example, subordinate, coordinate and relative publishing) to compose text.
clauses; parallelism; and proper connectives) to (19) Oral and Written Conventions/Conventions. Students 19.A.iii
indicate relations between and among elements of understand the function of and use the conventions of 19.A.v
a sentence. Student recognizes when clauses are academic language when speaking and writing. Students will 19.A.vii
formed correctly using appropriate subjects and continue to apply earlier standards with greater complexity.
verb forms (for example, infinitives, gerunds and
Eighth (14) Writing/Writing Process. Students use elements of the 14.D
participles). Student corrects errors in how
Grade writing process (planning, drafting, revising, editing, and
phrases and clauses are structures in a sentence to
publishing) to compose text.
communicate ideas clearly and concisely.
(19) Oral and Written Conventions/Conventions. Students 19.A.iii
understand the function of and use the conventions of 19.A.v
Recognize Correctly‐Formed Sentences: Seventh (19) Oral and Written Conventions/Conventions. Students 19.A.i
Student knows parts of speech and understands Grade understand the function of and use the conventions of 19.A.iii
how they agree in well‐formed sentences. academic language when speaking and writing. Students will 19.A.v
Student understands the function of modifying continue to apply earlier standards with greater complexity. 19.A.vi
words and phrases and recognizes when they are 19.A.vii
used correctly. Student understands the
relationships between phrases and clauses in well‐ Eighth (19) Oral and Written Conventions/Conventions. Students 19.A.i
formed sentences and recognizes when clauses Grade understand the function of and use the conventions of 19.A.iii
are formed correctly using appropriate subjects academic language when speaking and writing. Students will 19.A.iv
and verb forms. continue to apply earlier standards with greater complexity. 19.A.v
Manage Order and Relationships of Sentences Seventh (14) Writing/Writing Process. Students use elements of the 14.C
and Paragraphs: Grade writing process (planning, drafting, revising, editing, and
Student recognizes that a clear organization and a publishing) to compose text.
smooth progression of ideas improve coherence (19) Oral and Written Conventions/Conventions. Students 19.A.iv
both within and among the paragraphs in an understand the function of and use the conventions of 19.A.viii
essay. Student signals the main point or theme, academic language when speaking and writing. Students will
uses effective transitions to signal development, continue to apply earlier standards with greater complexity.
and uses rhetorical conventions to structure ideas. Eighth (14) Writing/Writing Process. Students use elements of the 14.C
Student corrects errors in organization and Grade writing process (planning, drafting, revising, editing, and
development to improve the focus and flow of a publishing) to compose text.
paragraphs or paragraphs in an essay.
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English Language Arts Side-By-Side Alignment Tables:
ReadiStep – Texas Essential Knowledge and Skills
Texas Essential Knowledge and Skills
Aligned ReadiStep
Grade Standard Performance Expectation PE ID Skill Category
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (A) establish purposes for reading selected texts RC.A
metacognitive reading skills in both assigned and independent reading based upon own or others' desired outcome to
to understand an author's message. Students will continue to apply enhance comprehension;
earlier standards with greater depth in increasingly more complex texts
as they become self-directed, critical readers.
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (B) ask literal, interpretive, evaluative, and RC.B
metacognitive reading skills in both assigned and independent reading universal questions of text;
to understand an author's message. Students will continue to apply
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (C) reflect on understanding to monitor RC.C
metacognitive reading skills in both assigned and independent reading comprehension (e.g., summarizing and
to understand an author's message. Students will continue to apply synthesizing; making textual, personal, and world
earlier standards with greater depth in increasingly more complex texts connections; creating sensory images);
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (D) make complex inferences about text and use RC.D Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading textual evidence to support understanding;
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (E) summarize, paraphrase, and synthesize texts RC.E Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading in ways that maintain meaning and logical order
to understand an author's message. Students will continue to apply within a text and across texts; and
Seventh Grade Reading/Comprehension Skills.: Students use a flexible range of (F) make connections between and across texts, RC.F Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading including other media (e.g., film, play), and
to understand an author's message. Students will continue to apply provide textual evidence.
Organization and Ideas

Seventh Grade (1) Reading/Fluency.: Students read grade-level text with fluency and 1
comprehension. Students are expected to adjust fluency when reading
aloud grade-level text based on the reading purpose and the nature of
the text.
Seventh Grade (2) Reading/Vocabulary Development.: Students understand new (A) determine the meaning of grade-level 2.A Determining the Meaning of
vocabulary and use it when reading and writing. academic English words derived from Latin, Words
Greek, or other linguistic roots and affixes;
Seventh Grade (2) Reading/Vocabulary Development.: Students understand new (B) use context (within a sentence and in larger 2.B Determining the Meaning of
vocabulary and use it when reading and writing. sections of text) to determine or clarify the Words
meaning of unfamiliar or ambiguous words;
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Aligned ReadiStep
Seventh Grade (2) Reading/Vocabulary Development.: Students understand new (C) complete analogies that describe part to 2.C
vocabulary and use it when reading and writing. whole or whole to part;
Seventh Grade (2) Reading/Vocabulary Development.: Students understand new (D) identify the meaning of foreign words 2.D
vocabulary and use it when reading and writing. commonly used in written English with emphasis
on Latin and Greek words (e.g., habeus corpus,
e pluribus unum, bona fide, nemesis); and
Seventh Grade (2) Reading/Vocabulary Development.: Students understand new (E) use a dictionary, a glossary, or a thesaurus 2.E
vocabulary and use it when reading and writing. (printed or electronic) to determine the meanings,
syllabication, pronunciations, alternate word
choices, and parts of speech of words.
Seventh Grade (3) Reading/Comprehension of Literary Text/Theme and Genre.: (A) describe multiple themes in a work of fiction; 3.A
Students analyze, make inferences and draw conclusions about theme
and genre in different cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding.
Seventh Grade (3) Reading/Comprehension of Literary Text/Theme and Genre.: (B) describe conventions in myths and epic tales 3.B
Students analyze, make inferences and draw conclusions about theme (e.g., extended simile, the quest, the hero's
and genre in different cultural, historical, and contemporary contexts and tasks, circle stories); and
Seventh Grade (3) Reading/Comprehension of Literary Text/Theme and Genre.: (C) analyze how place and time influence the 3.C Understanding Literary Elements
Students analyze, make inferences and draw conclusions about theme theme or message of a literary work.
and genre in different cultural, historical, and contemporary contexts and
Seventh Grade (4) Reading/Comprehension of Literary Text/Poetry.: Students 4

understand, make inferences and draw conclusions about the structure
and elements of poetry and provide evidence from text to support their
understanding. Students are expected to analyze the importance of
graphical elements (e.g., capital letters, line length, word position) on the
meaning of a poem.
Seventh Grade (5) Reading/Comprehension of Literary Text/Drama.: Students 5
understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their
understanding. Students are expected to explain a playwright's use of
dialogue and stage directions.
Seventh Grade (6) Reading/Comprehension of Literary Text/Fiction.: Students (A) explain the influence of the setting on plot 6.A Understanding Literary Elements
understand, make inferences and draw conclusions about the structure development;
and elements of fiction and provide evidence from text to support their
understanding.
Seventh Grade (6) Reading/Comprehension of Literary Text/Fiction.: Students (B) analyze the development of the plot through 6.B Understanding Literary Elements
understand, make inferences and draw conclusions about the structure the internal and external responses of the
and elements of fiction and provide evidence from text to support their characters, including their motivations and
understanding. conflicts; and
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Aligned ReadiStep
Seventh Grade (6) Reading/Comprehension of Literary Text/Fiction.: Students (C) analyze different forms of point of view, 6.C Author’s Craft
understand, make inferences and draw conclusions about the structure including first-person, third-person omniscient,
and elements of fiction and provide evidence from text to support their and third-person limited.
understanding.
Understanding Literary Elements
Seventh Grade (7) Reading/Comprehension of Literary Text/Literary Nonfiction.: 7 Reasoning and Inferencing
Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and provide
evidence from text to support their understanding. Students are
expected to describe the structural and substantive differences between

Seventh Grade (8) Reading/Comprehension of Literary Text/Sensory Language.: 8 Reasoning and Inferencing
Students understand, make inferences and draw conclusions about how
an author's sensory language creates imagery in literary text and
provide evidence from text to support their understanding. Students are
expected to determine the figurative meaning of phrases and analyze
how an author's use of language creates imagery, appeals to the
senses, and suggests mood.

Seventh Grade (9) Reading/Comprehension of Informational Text/Culture and History.: 9 Reasoning and Inferencing
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding. Students
are expected to explain the difference between the theme of a literary
work and the author's purpose in an expository text.
Seventh Grade (10) Reading/Comprehension of Informational Text/Expository Text.: (A) evaluate a summary of the original text for 10.A
Students analyze, make inferences and draw conclusions about accuracy of the main ideas, supporting details,
expository text and provide evidence from text to support their and overall meaning;
understanding.
Seventh Grade (10) Reading/Comprehension of Informational Text/Expository Text.: (B) distinguish factual claims from commonplace 10.B
Students analyze, make inferences and draw conclusions about assertions and opinions;
expository text and provide evidence from text to support their
understanding.
Seventh Grade (10) Reading/Comprehension of Informational Text/Expository Text.: (C) use different organizational patterns as 10.C Organization and Ideas
Students analyze, make inferences and draw conclusions about guides for summarizing and forming an overview
expository text and provide evidence from text to support their of different kinds of expository text; and
understanding.
Seventh Grade (10) Reading/Comprehension of Informational Text/Expository Text.: (D) synthesize and make logical connections 10.D Reasoning and Inferencing
Students analyze, make inferences and draw conclusions about between ideas within a text and across two or
expository text and provide evidence from text to support their three texts representing similar or different
understanding. genres, and support those findings with textual
evidence.
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Aligned ReadiStep
Seventh Grade (11) Reading/Comprehension of Informational Text/Persuasive Text.: (A) analyze the structure of the central argument 11.A
Students analyze, make inferences and draw conclusions about in contemporary policy speeches (e.g., argument
persuasive text and provide evidence from text to support their analysis. by cause and effect, analogy, authority) and
identify the different types of evidence used to
support the argument; and
Seventh Grade (11) Reading/Comprehension of Informational Text/Persuasive Text.: (B) identify such rhetorical fallacies as ad 11.B
Students analyze, make inferences and draw conclusions about hominem, exaggeration, stereotyping, or
persuasive text and provide evidence from text to support their analysis. categorical claims in persuasive texts.
Seventh Grade (12) Reading/Comprehension of Informational Text/Procedural Texts.: (A) follow multi-dimensional instructions from text 12.A
Students understand how to glean and use information in procedural to complete a task, solve a problem, or perform
texts and documents. procedures; and
Seventh Grade (12) Reading/Comprehension of Informational Text/Procedural Texts.: (B) explain the function of the graphical 12.B
Students understand how to glean and use information in procedural components of a text.
texts and documents.
Seventh Grade (13) Reading/Media Literacy.: Students use comprehension skills to (A) interpret both explicit and implicit messages 13.A
analyze how words, images, graphics, and sounds work together in in various forms of media;
various forms to impact meaning. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts.
Seventh Grade (13) Reading/Media Literacy.: Students use comprehension skills to (B) interpret how visual and sound techniques 13.B
analyze how words, images, graphics, and sounds work together in (e.g., special effects, camera angles, lighting,
various forms to impact meaning. Students will continue to apply earlier music) influence the message;
Seventh Grade (13) Reading/Media Literacy.: Students use comprehension skills to (C) evaluate various ways media influences and 13.C
analyze how words, images, graphics, and sounds work together in informs audiences; and
various forms to impact meaning. Students will continue to apply earlier
Seventh Grade (13) Reading/Media Literacy.: Students use comprehension skills to (D) assess the correct level of formality and tone 13.D
analyze how words, images, graphics, and sounds work together in for successful participation in various digital
various forms to impact meaning. Students will continue to apply earlier media.
Seventh Grade (14) Writing/Writing Process.: Students use elements of the writing (A) plan a first draft by selecting a genre 14.A
process (planning, drafting, revising, editing, and publishing) to appropriate for conveying the intended meaning
compose text. to an audience, determining appropriate topics
through a range of strategies (e.g., discussion,
background reading, personal interests,
interviews), and developing a thesis or controlling
idea;
Seventh Grade (14) Writing/Writing Process.: Students use elements of the writing (B) develop drafts by choosing an appropriate 14.B
process (planning, drafting, revising, editing, and publishing) to organizational strategy (e.g., sequence of events,
compose text. cause-effect, compare-contrast) and building on
ideas to create a focused, organized, and
coherent piece of writing;
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Aligned ReadiStep
Seventh Grade (14) Writing/Writing Process.: Students use elements of the writing (C) revise drafts to ensure precise word choice 14.C Manage Order and Relationships
process (planning, drafting, revising, editing, and publishing) to and vivid images; consistent point of view; use of of Sentences and Paragraphs
compose text. simple, compound, and complex sentences;
internal and external coherence; and the use of
effective transitions after rethinking how well
questions of purpose, audience, and genre have
been addressed;
Seventh Grade (14) Writing/Writing Process.: Students use elements of the writing (D) edit drafts for grammar, mechanics, and 14.D Manage Word Choice and
process (planning, drafting, revising, editing, and publishing) to spelling; and Grammatical Relationships
compose text. Between Words
Manage Grammatical Structures
Used to Modify or Compare
Manage Phrases and Clauses in

a Sentence
Seventh Grade (14) Writing/Writing Process.: Students use elements of the writing (E) revise final draft in response to feedback from 14.E
process (planning, drafting, revising, editing, and publishing) to peers and teacher and publish written work for
compose text. appropriate audiences.
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (i) sustains reader interest; 15.A.i
ideas and feelings about real or imagined people, events, and ideas.
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (ii) includes well-paced action and an 15.A.ii
ideas and feelings about real or imagined people, events, and ideas. engaging story line;
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (iii) creates a specific, believable 15.A.iii
ideas and feelings about real or imagined people, events, and ideas. setting through the use of sensory
details;
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (iv) develops interesting characters; 15.A.iv
ideas and feelings about real or imagined people, events, and ideas. and
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (v) uses a range of literary strategies 15.A.v
ideas and feelings about real or imagined people, events, and ideas. and devices to enhance the style and
tone; and
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (i) poetic techniques (e.g., rhyme 15.B.i
ideas and feelings about real or imagined people, events, and ideas. scheme, meter);
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (ii) figurative language (e.g., 15.B.ii
ideas and feelings about real or imagined people, events, and ideas. personification, idioms, hyperbole);
and
Seventh Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (iii) graphic elements (e.g., word 15.B.iii
ideas and feelings about real or imagined people, events, and ideas. position).
Seventh Grade (16) Writing.: Students write about their own experiences. Students are 16
expected to write a personal narrative that has a clearly defined focus
and communicates the importance of or reasons for actions and/or
consequences.
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Aligned ReadiStep
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (i) presents effective introductions 17.A.i
and procedural or work-related texts to communicate ideas and information about a topic that: and concluding paragraphs;
information to specific audiences for specific purposes.
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (ii) contains a clearly stated purpose 17.A.ii
and procedural or work-related texts to communicate ideas and information about a topic that: or controlling idea;
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (iii) is logically organized with 17.A.iii
and procedural or work-related texts to communicate ideas and information about a topic that: appropriate facts and details and
information to specific audiences for specific purposes. includes no extraneous information or
inconsistencies;
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (iv) accurately synthesizes ideas from 17.A.iv
and procedural or work-related texts to communicate ideas and information about a topic that: several sources; and
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (v) uses a variety of sentence 17.A.v
and procedural or work-related texts to communicate ideas and information about a topic that: structures, rhetorical devices, and
information to specific audiences for specific purposes. transitions to link paragraphs;
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (B) write a letter that reflects an opinion, registers 17.B
and procedural or work-related texts to communicate ideas and a complaint, or requests information in a
information to specific audiences for specific purposes. business or friendly context;
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (C) write responses to literary or expository texts 17.C
and procedural or work-related texts to communicate ideas and that demonstrate the writing skills for multi-
information to specific audiences for specific purposes. paragraph essays and provide sustained
evidence from the text using quotations when
appropriate; and
Seventh Grade (17) Writing/Expository and Procedural Texts.: Students write expository (D) produce a multimedia presentation involving 17.D
and procedural or work-related texts to communicate ideas and text and graphics using available technology.
Seventh Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (A) establishes a clear thesis or position; 18.A
influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write a persuasive essay to the
appropriate audience that:
Seventh Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (B) considers and responds to the views of 18.B
influence the attitudes or actions of a specific audience on specific others and anticipates and answers reader
issues. Students are expected to write a persuasive essay to the concerns and counter-arguments; and
Seventh Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (C) includes evidence that is logically organized 18.C
influence the attitudes or actions of a specific audience on specific to support the author's viewpoint and that
issues. Students are expected to write a persuasive essay to the differentiates between fact and opinion.
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Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (i) verbs (perfect and progressive 19.A.i Manage Word Choice and
the function of and use the conventions of academic language when the following parts of speech in the context of tenses) and participles; Grammatical Relationships
speaking and writing. Students will continue to apply earlier standards reading, writing, and speaking: Between Words
with greater complexity.
Recognize Correctly-Formed
Sentences
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (ii) appositive phrases; 19.A.ii
the function of and use the conventions of academic language when the following parts of speech in the context of
speaking and writing. Students will continue to apply earlier standards reading, writing, and speaking:
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (iii) adverbial and adjectival phrases 19.A.iii Manage Grammatical Structures
the function of and use the conventions of academic language when the following parts of speech in the context of and clauses; Used to Modify or Compare
a Sentence
Sentences
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (iv) conjunctive adverbs (e.g., 19.A.iv Manage Order and Relationships
the function of and use the conventions of academic language when the following parts of speech in the context of consequently, furthermore, indeed); of Sentences and Paragraphs
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (v) prepositions and prepositional 19.A.v Manage Word Choice and
the function of and use the conventions of academic language when the following parts of speech in the context of phrases and their influence on Grammatical Relationships
speaking and writing. Students will continue to apply earlier standards reading, writing, and speaking: subject-verb agreement; Between Words
a Sentence
Sentences
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (vi) relative pronouns (e.g., whose, 19.A.vi Manage Word Choice and
the function of and use the conventions of academic language when the following parts of speech in the context of that, which); Grammatical Relationships
Sentences
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (vii) subordinating conjunctions (e.g., 19.A.vii Manage Phrases and Clauses in
the function of and use the conventions of academic language when the following parts of speech in the context of because, since); and a Sentence
Sentences
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) identify, use, and understand the function of (viii) transitions for sentence to 19.A.viii Manage Order and Relationships
the function of and use the conventions of academic language when the following parts of speech in the context of sentence or paragraph to paragraph of Sentences and Paragraphs
speaking and writing. Students will continue to apply earlier standards reading, writing, and speaking: coherence;
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Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (B) write complex sentences and differentiate 19.B
the function of and use the conventions of academic language when between main versus subordinate clauses; and
speaking and writing. Students will continue to apply earlier standards
Seventh Grade (19) Oral and Written Conventions/Conventions.: Students understand (C) use a variety of complete sentences (e.g., 19.C
the function of and use the conventions of academic language when simple, compound, complex) that include
speaking and writing. Students will continue to apply earlier standards properly placed modifiers, correctly identified
with greater complexity. antecedents, parallel structures, and consistent
tenses.
Seventh Grade (20) Oral and Written Conventions/Handwriting, Capitalization, and (A) use conventions of capitalization; and 20.A
Punctuation.: Students write legibly and use appropriate capitalization
and punctuation conventions in their compositions.
Seventh Grade (20) Oral and Written Conventions/Handwriting, Capitalization, and (B) recognize and use punctuation marks (i) commas after introductory words, 20.B.i
Punctuation.: Students write legibly and use appropriate capitalization including: phrases, and clauses; and
Seventh Grade (20) Oral and Written Conventions/Handwriting, Capitalization, and (B) recognize and use punctuation marks (ii) semicolons, colons, and hyphens. 20.B.ii
Punctuation.: Students write legibly and use appropriate capitalization including:
Seventh Grade (21) Oral and Written Conventions/Spelling.: Students spell correctly. 21
Students are expected to spell correctly, including using various
resources to determine and check correct spellings.
Seventh Grade (22) Research/Research Plan.: Students ask open-ended research (A) brainstorm, consult with others, decide upon 22.A
questions and develop a plan for answering them. a topic, and formulate a major research question
to address the major research topic; and
Seventh Grade (22) Research/Research Plan.: Students ask open-ended research (B) apply steps for obtaining and evaluating 22.B
questions and develop a plan for answering them. information from a wide variety of sources and
create a written plan after preliminary research in
reference works and additional text searches.
Seventh Grade (23) Research/Gathering Sources.: Students determine, locate, and (A) follow the research plan to gather information 23.A
explore the full range of relevant sources addressing a research from a range of relevant print and electronic
question and systematically record the information they gather. sources using advanced search strategies;
Seventh Grade (23) Research/Gathering Sources.: Students determine, locate, and (B) categorize information thematically in order to 23.B
explore the full range of relevant sources addressing a research see the larger constructs inherent in the
question and systematically record the information they gather. information;
Seventh Grade (23) Research/Gathering Sources.: Students determine, locate, and (C) record bibliographic information (e.g., author, 23.C
explore the full range of relevant sources addressing a research title, page number) for all notes and sources
question and systematically record the information they gather. according to a standard format; and
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Seventh Grade (23) Research/Gathering Sources.: Students determine, locate, and (D) differentiate between paraphrasing and 23.D
explore the full range of relevant sources addressing a research plagiarism and identify the importance of citing
question and systematically record the information they gather. valid and reliable sources.
Seventh Grade (24) Research/Synthesizing Information.: Students clarify research (A) narrow or broaden the major research 24.A
questions and evaluate and synthesize collected information. question, if necessary, based on further research
and investigation; and
Seventh Grade (24) Research/Synthesizing Information.: Students clarify research (B) utilize elements that demonstrate the 24.B
questions and evaluate and synthesize collected information. reliability and validity of the sources used (e.g.,
publication date, coverage, language, point of
view) and explain why one source is more useful
than another.
Seventh Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (A) draws conclusions and summarizes or 25.A
present their ideas and information according to the purpose of the paraphrases the findings in a systematic way;
research and their audience. Students are expected to synthesize the
research into a written or an oral presentation that:
Seventh Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (B) marshals evidence to explain the topic and 25.B
present their ideas and information according to the purpose of the gives relevant reasons for conclusions;
Seventh Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (C) presents the findings in a meaningful format; 25.C
present their ideas and information according to the purpose of the and
Seventh Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (D) follows accepted formats for integrating 25.D
present their ideas and information according to the purpose of the quotations and citations into the written text to
research and their audience. Students are expected to synthesize the maintain a flow of ideas.
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Seventh Grade (26) Listening and Speaking/Listening.: Students will use comprehension(A) listen to and interpret a speaker's purpose by 26.A
skills to listen attentively to others in formal and informal settings. explaining the content, evaluating the delivery of
Students will continue to apply earlier standards with greater complexity. the presentation, and asking questions or making
comments about the evidence that supports a
speaker's claims;
Seventh Grade (26) Listening and Speaking/Listening.: Students will use comprehension(B) follow and give complex oral instructions to 26.B
skills to listen attentively to others in formal and informal settings. perform specific tasks, answer questions, or
Students will continue to apply earlier standards with greater complexity. solve problems; and
Seventh Grade (26) Listening and Speaking/Listening.: Students will use comprehension(C) draw conclusions about the speaker's 26.C
skills to listen attentively to others in formal and informal settings. message by considering verbal communication
Students will continue to apply earlier standards with greater complexity. (e.g., word choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions).
Seventh Grade (27) Listening and Speaking/Speaking.: Students speak clearly and to 27
the point, using the conventions of language. Students will continue to
apply earlier standards with greater complexity. Students are expected
to present a critique of a literary work, film, or dramatic production,
employing eye contact, speaking rate, volume, enunciation, a variety of
natural gestures, and conventions of language to communicate ideas
effectively.
Seventh Grade (28) Listening and Speaking/Teamwork.: Students work productively 28
with others in teams. Students will continue to apply earlier standards
with greater complexity. Students are expected to participate
productively in discussions, plan agendas with clear goals and
deadlines, set time limits for speakers, take notes, and vote on key
issues.
Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (A) establish purposes for reading selected texts RC.A
metacognitive reading skills in both assigned and independent reading based upon own or others' desired outcome to
to understand an author's message. Students will continue to apply enhance comprehension;
Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (B) ask literal, interpretive, evaluative, and RC.B
metacognitive reading skills in both assigned and independent reading universal questions of text;
Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (C) reflect on understanding to monitor RC.C
metacognitive reading skills in both assigned and independent reading comprehension (e.g., summarizing and
to understand an author's message. Students will continue to apply synthesizing; making textual, personal, and world
earlier standards with greater depth in increasingly more complex texts connections; creating sensory images);
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Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (D) make complex inferences about text and use RC.D Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading textual evidence to support understanding;
Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (E) summarize, paraphrase, and synthesize texts RC.E Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading in ways that maintain meaning and logical order
to understand an author's message. Students will continue to apply within a text and across texts; and
Eighth Grade Reading/Comprehension Skills.: Students use a flexible range of (F) make intertextual links among and across RC.F Reasoning and Inferencing
metacognitive reading skills in both assigned and independent reading texts, including other media (e.g., film, play), and
to understand an author's message. Students will continue to apply provide textual evidence.

Eighth Grade (1) Reading/Fluency.: Students read grade-level text with fluency and 1
comprehension. Students are expected to adjust fluency when reading
aloud grade-level text based on the reading purpose and the nature of
the text.
Eighth Grade (2) Reading/Vocabulary Development.: Students understand new (A) determine the meaning of grade-level 2.A Determining the Meaning of
vocabulary and use it when reading and writing. academic English words derived from Latin, Words
Greek, or other linguistic roots and affixes;
Eighth Grade (2) Reading/Vocabulary Development.: Students understand new (B) use context (within a sentence and in larger 2.B Determining the Meaning of
vocabulary and use it when reading and writing. sections of text) to determine or clarify the Words
meaning of unfamiliar or ambiguous words or
words with novel meanings;
Eighth Grade (2) Reading/Vocabulary Development.: Students understand new (C) complete analogies that describe a function 2.C
vocabulary and use it when reading and writing. or its description (e.g., pen:paper as chalk:
______ or soft:kitten as hard: ______);
Eighth Grade (2) Reading/Vocabulary Development.: Students understand new (D) identify common words or word parts from 2.D
vocabulary and use it when reading and writing. other languages that are used in written English
(e.g., phenomenon, charisma, chorus, passé,
flora, fauna); and
Eighth Grade (2) Reading/Vocabulary Development.: Students understand new (E) use a dictionary, a glossary, or a thesaurus 2.E
vocabulary and use it when reading and writing. (printed or electronic) to determine the meanings,
syllabication, pronunciations, alternate word
choices, and parts of speech of words.
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Eighth Grade (3) Comprehension of Literary Text/Theme and Genre.: Students (A) analyze literary works that share similar 3.A
analyze, make inferences and draw conclusions about theme and genre themes across cultures;
in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding.
Eighth Grade (3) Comprehension of Literary Text/Theme and Genre.: Students (B) compare and contrast the similarities and 3.B
analyze, make inferences and draw conclusions about theme and genre differences in mythologies from various cultures
in different cultural, historical, and contemporary contexts and provide (e.g., ideas of afterlife, roles and characteristics
evidence from the text to support their understanding. of deities, purposes of myths); and
Eighth Grade (3) Comprehension of Literary Text/Theme and Genre.: Students (C) explain how the values and beliefs of 3.C Understanding Literary Elements
analyze, make inferences and draw conclusions about theme and genre particular characters are affected by the historical
in different cultural, historical, and contemporary contexts and provide and cultural setting of the literary work.
evidence from the text to support their understanding.
Eighth Grade (4) Comprehension of Literary Text/Poetry.: Students understand, make 4

inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to compare and contrast the relationship
between the purpose and characteristics of different poetic forms (e.g.,
epic poetry, lyric poetry).
Eighth Grade (5) Comprehension of Literary Text/Drama.: Students understand, make 5

inferences and draw conclusions about the structure and elements of
drama and provide evidence from text to support their understanding.
Students are expected to analyze how different playwrights characterize
their protagonists and antagonists through the dialogue and staging of
their plays.
Eighth Grade (6) Comprehension of Literary Text/Fiction.: Students understand, make (A) analyze linear plot developments (e.g., 6.A Understanding Literary Elements
inferences and draw conclusions about the structure and elements of conflict, rising action, falling action, resolution,
fiction and provide evidence from text to support their understanding. subplots) to determine whether and how conflicts
are resolved;
Eighth Grade (6) Comprehension of Literary Text/Fiction.: Students understand, make (B) analyze how the central characters' qualities 6.B Understanding Literary Elements
inferences and draw conclusions about the structure and elements of influence the theme of a fictional work and
fiction and provide evidence from text to support their understanding. resolution of the central conflict; and
Eighth Grade (6) Comprehension of Literary Text/Fiction.: Students understand, make (C) analyze different forms of point of view, 6.C Author’s Craft
inferences and draw conclusions about the structure and elements of including limited versus omniscient, subjective
fiction and provide evidence from text to support their understanding. versus objective.
Understanding Literary Elements
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Eighth Grade (7) Comprehension of Literary Text/Literary Nonfiction.: Students 7 Reasoning and Inferencing
understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide
expected to analyze passages in well-known speeches for the author's
use of literary devices and word and phrase choice (e.g., aphorisms,
epigraphs) to appeal to the audience.

Eighth Grade (8) Comprehension of Literary Text/Sensory Language.: Students 8 Author’s Craft
understand, make inferences and draw conclusions about how an
author's sensory language creates imagery in literary text and provide
expected to explain the effect of similes and extended metaphors in
literary text.
Reasoning and Inferencing
Eighth Grade (9) Comprehension of Informational Text/Culture and History.: Students 9 Author’s Craft
analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are
expected to analyze works written on the same topic and compare how
the authors achieved similar or different purposes.
Reasoning and Inferencing

Eighth Grade (10) Comprehension of Informational Text/Expository Text.: Students (A) summarize the main ideas, supporting 10.A Reasoning and Inferencing
analyze, make inferences and draw conclusions about expository text details, and relationships among ideas in text
and provide evidence from text to support their understanding. succinctly in ways that maintain meaning and
logical order;
Eighth Grade (10) Comprehension of Informational Text/Expository Text.: Students (B) distinguish factual claims from commonplace 10.B
analyze, make inferences and draw conclusions about expository text assertions and opinions and evaluate inferences
and provide evidence from text to support their understanding. from their logic in text;
Eighth Grade (10) Comprehension of Informational Text/Expository Text.: Students (C) make subtle inferences and draw complex 10.C Reasoning and Inferencing
analyze, make inferences and draw conclusions about expository text conclusions about the ideas in text and their
and provide evidence from text to support their understanding. organizational patterns; and

Eighth Grade (10) Comprehension of Informational Text/Expository Text.: Students (D) synthesize and make logical connections 10.D Reasoning and Inferencing
analyze, make inferences and draw conclusions about expository text between ideas within a text and across two or
and provide evidence from text to support their understanding. three texts representing similar or different
genres and support those findings with textual
evidence.
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Eighth Grade (11) Comprehension of Informational Text/Persuasive Text.: Students (A) compare and contrast persuasive texts that 11.A Reasoning and Inferencing
analyze, make inferences and draw conclusions about persuasive text reached different conclusions about the same
and provide evidence from text to support their analysis. issue and explain how the authors reached their
conclusions through analyzing the evidence each
presents; and
Eighth Grade (11) Comprehension of Informational Text/Persuasive Text.: Students (B) analyze the use of such rhetorical and logical 11.B
analyze, make inferences and draw conclusions about persuasive text fallacies as loaded terms, caricatures, leading
and provide evidence from text to support their analysis. questions, false assumptions, and incorrect
premises in persuasive texts.
Eighth Grade (12) Comprehension of Informational Text/Procedural Texts.: Students (A) analyze text for missing or extraneous 12.A
understand how to glean and use information in procedural texts and information in multi-step directions or legends for
documents. diagrams; and
Eighth Grade (12) Comprehension of Informational Text/Procedural Texts.: Students (B) evaluate graphics for their clarity in 12.B
understand how to glean and use information in procedural texts and communicating meaning or achieving a specific
documents. purpose.
Eighth Grade (13) Reading/Media Literacy.: Students use comprehension skills to (A) evaluate the role of media in focusing 13.A
analyze how words, images, graphics, and sounds work together in attention on events and informing opinion on
various forms to impact meaning. Students will continue to apply earlier issues;
Eighth Grade (13) Reading/Media Literacy.: Students use comprehension skills to (B) interpret how visual and sound techniques 13.B
analyze how words, images, graphics, and sounds work together in (e.g., special effects, camera angles, lighting,
various forms to impact meaning. Students will continue to apply earlier music) influence the message;
Eighth Grade (13) Reading/Media Literacy.: Students use comprehension skills to (C) evaluate various techniques used to create a 13.C
analyze how words, images, graphics, and sounds work together in point of view in media and the impact on
various forms to impact meaning. Students will continue to apply earlier audience; and
Eighth Grade (13) Reading/Media Literacy.: Students use comprehension skills to (D) assess the correct level of formality and tone 13.D
analyze how words, images, graphics, and sounds work together in for successful participation in various digital
various forms to impact meaning. Students will continue to apply earlier media.
Eighth Grade (14) Writing/Writing Process.: Students use elements of the writing (A) plan a first draft by selecting a genre 14.A
process (planning, drafting, revising, editing, and publishing) to appropriate for conveying the intended meaning
compose text. to an audience, determining appropriate topics
through a range of strategies (e.g., discussion,
background reading, personal interests,
interviews), and developing a thesis or controlling
idea;
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Eighth Grade (14) Writing/Writing Process.: Students use elements of the writing (B) develop drafts by choosing an appropriate 14.B
process (planning, drafting, revising, editing, and publishing) to organizational strategy (e.g., sequence of events,
compose text. cause-effect, compare-contrast) and building on
ideas to create a focused, organized, and
coherent piece of writing;
Eighth Grade (14) Writing/Writing Process.: Students use elements of the writing (C) revise drafts to ensure precise word choice 14.C Manage Order and Relationships
process (planning, drafting, revising, editing, and publishing) to and vivid images; consistent point of view; use of of Sentences and Paragraphs
compose text. simple, compound, and complex sentences;
internal and external coherence; and the use of
effective transitions after rethinking how well
questions of purpose, audience, and genre have
been addressed;
Eighth Grade (14) Writing/Writing Process.: Students use elements of the writing (D) edit drafts for grammar, mechanics, and 14.D Manage Word Choice and
process (planning, drafting, revising, editing, and publishing) to spelling; and Grammatical Relationships
compose text. Between Words
Manage Grammatical Structures
Used to Modify or Compare

a Sentence
Eighth Grade (14) Writing/Writing Process.: Students use elements of the writing (E) revise final draft in response to feedback from 14.E
process (planning, drafting, revising, editing, and publishing) to peers and teacher and publish written work for
compose text. appropriate audiences.
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (i) sustains reader interest; 15.A.i
ideas and feelings about real or imagined people, events, and ideas.
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (ii) includes well-paced action and an 15.A.ii
ideas and feelings about real or imagined people, events, and ideas. engaging story line;
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (iii) creates a specific, believable 15.A.iii
ideas and feelings about real or imagined people, events, and ideas. setting through the use of sensory
details;
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (iv) develops interesting characters; 15.A.iv
ideas and feelings about real or imagined people, events, and ideas. and
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (A) write an imaginative story that: (v) uses a range of literary strategies 15.A.v
ideas and feelings about real or imagined people, events, and ideas. and devices to enhance the style and
tone; and
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (i) poetic techniques (e.g., rhyme 15.B.i
ideas and feelings about real or imagined people, events, and ideas. scheme, meter);
Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (ii) figurative language (e.g., 15.B.ii
ideas and feelings about real or imagined people, events, and ideas. personification, idioms, hyperbole);
and
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Eighth Grade (15) Writing/Literary Texts.: Students write literary texts to express their (B) write a poem using: (iii) graphic elements (e.g., word 15.B.iii
ideas and feelings about real or imagined people, events, and ideas. position).
Eighth Grade (16) Writing.: Students write about their own experiences. Students are 16
expected to write a personal narrative that has a clearly defined focus
and includes reflections on decisions, actions, and/or consequences.
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (i) presents effective introductions 17.A.i
and procedural or work-related texts to communicate ideas and information about a topic that: and concluding paragraphs;
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (ii) contains a clearly stated purpose 17.A.ii
and procedural or work-related texts to communicate ideas and information about a topic that: or controlling idea;
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (iii) is logically organized with 17.A.iii
and procedural or work-related texts to communicate ideas and information about a topic that: appropriate facts and details and
information to specific audiences for specific purposes. includes no extraneous information or
inconsistencies;
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (iv) accurately synthesizes ideas from 17.A.iv
and procedural or work-related texts to communicate ideas and information about a topic that: several sources; and
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (A) write a multi-paragraph essay to convey (v) uses a variety of sentence 17.A.v
and procedural or work-related texts to communicate ideas and information about a topic that: structures, rhetorical devices, and
information to specific audiences for specific purposes. transitions to link paragraphs;
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (B) write a letter that reflects an opinion, registers 17.B
and procedural or work-related texts to communicate ideas and a complaint, or requests information in a
information to specific audiences for specific purposes. business or friendly context;
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (C) write responses to literary or expository texts 17.C
and procedural or work-related texts to communicate ideas and that demonstrate the use of writing skills for a
information to specific audiences for specific purposes. multi-paragraph essay and provide sustained
evidence from the text using quotations when
appropriate; and
Eighth Grade (17) Writing/Expository and Procedural Texts.: Students write expository (D) produce a multimedia presentation involving 17.D
and procedural or work-related texts to communicate ideas and text, graphics, images, and sound using available
information to specific audiences for specific purposes. technology.
Eighth Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (A) establishes a clear thesis or position; 18.A
influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write a persuasive essay to the
Eighth Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (B) considers and responds to the views of 18.B
influence the attitudes or actions of a specific audience on specific others and anticipates and answers reader
issues. Students are expected to write a persuasive essay to the concerns and counter-arguments; and
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Eighth Grade (18) Writing/Persuasive Texts.: Students write persuasive texts to (C) includes evidence that is logically organized 18.C
influence the attitudes or actions of a specific audience on specific to support the author's viewpoint and that
issues. Students are expected to write a persuasive essay to the differentiates between fact and opinion.
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) use and understand the function of the (i) verbs (perfect and progressive 19.A.i Manage Word Choice and
the function of and use the conventions of academic language when following parts of speech in the context of tenses) and participles; Grammatical Relationships
Sentences
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) use and understand the function of the (ii) appositive phrases; 19.A.ii
the function of and use the conventions of academic language when following parts of speech in the context of
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) use and understand the function of the (iii) adverbial and adjectival phrases 19.A.iii Manage Grammatical Structures
the function of and use the conventions of academic language when following parts of speech in the context of and clauses; Used to Modify or Compare
a Sentence
Sentences
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) use and understand the function of the (iv) relative pronouns (e.g., whose, 19.A.iv Manage Word Choice and
the function of and use the conventions of academic language when following parts of speech in the context of that, which); and Grammatical Relationships
Sentences
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (A) use and understand the function of the (v) subordinating conjunctions (e.g., 19.A.v Manage Phrases and Clauses in
the function of and use the conventions of academic language when following parts of speech in the context of because, since); a Sentence
Sentences
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (B) write complex sentences and differentiate 19.B
the function of and use the conventions of academic language when between main versus subordinate clauses; and
speaking and writing. Students will continue to apply earlier standards
Eighth Grade (19) Oral and Written Conventions/Conventions.: Students understand (C) use a variety of complete sentences (e.g., 19.C
the function of and use the conventions of academic language when simple, compound, complex) that include
speaking and writing. Students will continue to apply earlier standards properly placed modifiers, correctly identified
with greater complexity. antecedents, parallel structures, and consistent
tenses.
Eighth Grade (20) Writing/Conventions of Language/Handwriting.: Students write (A) use conventions of capitalization; and 20.A
legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students will continue to apply earlier standards with
greater complexity.
21 of 24
Aligned ReadiStep
Eighth Grade (20) Writing/Conventions of Language/Handwriting.: Students write (B) use correct punctuation marks, including: (i) commas after introductory 20.B.i
legibly and use appropriate capitalization and punctuation conventions in structures and dependent adverbial
their compositions. Students will continue to apply earlier standards with clauses, and correct punctuation of
greater complexity. complex sentences; and
Eighth Grade (20) Writing/Conventions of Language/Handwriting.: Students write (B) use correct punctuation marks, including: (ii) semicolons, colons, hyphens, 20.B.ii
legibly and use appropriate capitalization and punctuation conventions in parentheses, brackets, and ellipses.
their compositions. Students will continue to apply earlier standards with
greater complexity.
Eighth Grade (21) Oral and Written Conventions/Spelling.: Students spell correctly. 21
Students are expected to spell correctly, including using various
resources to determine and check correct spellings.
Eighth Grade (22) Research/Research Plan.: Students ask open-ended research (A) brainstorm, consult with others, decide upon 22.A
questions and develop a plan for answering them. a topic, and formulate a major research question
to address the major research topic; and
Eighth Grade (22) Research/Research Plan.: Students ask open-ended research (B) apply steps for obtaining and evaluating 22.B
questions and develop a plan for answering them. information from a wide variety of sources and
create a written plan after preliminary research in
reference works and additional text searches.
Eighth Grade (23) Research/Gathering Sources.: Students determine, locate, and (A) follow the research plan to gather information 23.A
explore the full range of relevant sources addressing a research from a range of relevant print and electronic
question and systematically record the information they gather. sources using advanced search strategies;
Eighth Grade (23) Research/Gathering Sources.: Students determine, locate, and (B) categorize information thematically in order to 23.B
explore the full range of relevant sources addressing a research see the larger constructs inherent in the
question and systematically record the information they gather. information;
Eighth Grade (23) Research/Gathering Sources.: Students determine, locate, and (C) record bibliographic information (e.g., author, 23.C
explore the full range of relevant sources addressing a research title, page number) for all notes and sources
question and systematically record the information they gather. according to a standard format; and
Eighth Grade (23) Research/Gathering Sources.: Students determine, locate, and (D) differentiate between paraphrasing and 23.D
explore the full range of relevant sources addressing a research plagiarism and identify the importance of using
question and systematically record the information they gather. valid and reliable sources.
22 of 24
Aligned ReadiStep
Eighth Grade (24) Research/Synthesizing Information.: Students clarify research (A) narrow or broaden the major research 24.A
questions and evaluate and synthesize collected information. question, if necessary, based on further research
and investigation; and
Eighth Grade (24) Research/Synthesizing Information.: Students clarify research (B) utilize elements that demonstrate the 24.B
questions and evaluate and synthesize collected information. reliability and validity of the sources used (e.g.,
publication date, coverage, language, point of
view) and explain why one source is more useful
and relevant than another.
Eighth Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (A) draws conclusions and summarizes or 25.A
present their ideas and information according to the purpose of the paraphrases the findings in a systematic way;
Eighth Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (B) marshals evidence to explain the topic and 25.B
present their ideas and information according to the purpose of the gives relevant reasons for conclusions;
Eighth Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (C) presents the findings in a meaningful format; 25.C
present their ideas and information according to the purpose of the and
Eighth Grade (25) Research/Organizing and Presenting Ideas.: Students organize and (D) follows accepted formats for integrating 25.D
present their ideas and information according to the purpose of the quotations and citations into the written text to
research and their audience. Students are expected to synthesize the maintain a flow of ideas.
Eighth Grade (26) Listening and Speaking/Listening.: Students will use comprehension(A) listen to and interpret a speaker's purpose by 26.A
skills to listen attentively to others in formal and informal settings. explaining the content, evaluating the delivery of
Students will continue to apply earlier standards with greater complexity. the presentation, and asking questions or making
comments about the evidence that supports a
speaker's claims;
Eighth Grade (26) Listening and Speaking/Listening.: Students will use comprehension(B) follow and give complex oral instructions to 26.B
skills to listen attentively to others in formal and informal settings. perform specific tasks, answer questions, or
Students will continue to apply earlier standards with greater complexity. solve problems; and
Eighth Grade (26) Listening and Speaking/Listening.: Students will use comprehension(C) summarize formal and informal 26.C
skills to listen attentively to others in formal and informal settings. presentations, distinguish between facts and
Students will continue to apply earlier standards with greater complexity. opinions, and determine the effectiveness of
rhetorical devices.
Eighth Grade (27) Listening and Speaking/Speaking.: Students speak clearly and to 27
the point, using the conventions of language. Students will continue to
apply earlier standards with greater complexity. Students are expected
to advocate a position using anecdotes, analogies, and/or illustrations,
and use eye contact, speaking rate, volume, enunciation, a variety of
natural gestures, and conventions of language to communicate ideas
effectively.
23 of 24
Aligned ReadiStep
Eighth Grade (28) Listening and Speaking/Teamwork.: Students work productively 28
with others in teams. Students will continue to apply earlier standards
with greater complexity. Students are expected to participate
productively in discussions, plan agendas with clear goals and
deadlines, set time limits for speakers, take notes, and vote on key
issues.
24 of 24

PSAT 8-9 Essential Knowledge and Skills - English

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PSAT 8-9 Essential Knowledge and Skills - English

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ReadiStep Alignment to Texas Essential Knowledge and Skills (ELA)

ReadiStep Aligned Texas Essential Knowledge and Skills

ReadiStep Aligned Texas Essential Knowledge and Skills

ReadiStep Aligned Texas Essential Knowledge and Skills

ReadiStep Aligned Texas Essential Knowledge and Skills

Organization and Ideas

Seventh Grade (4) Reading/Comprehension of Literary Text/Poetry.: Students 4

Organization and Ideas

Organization and Ideas

Manage Phrases and Clauses in

Organization and Ideas

Eighth Grade (4) Comprehension of Literary Text/Poetry.: Students understand, make 4

Eighth Grade (5) Comprehension of Literary Text/Drama.: Students understand, make 5

Understanding Literary Elements

Organization and Ideas

Reasoning and Inferencing

Organization and Ideas

Manage Phrases and Clauses in

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