Wisconsin Standards for English Language Arts

Wisconsin Department of Public Instruction

WISCONSIN STANDARDS FOR

English Language Arts

Wisconsin Department of Public Instruction

WISCONSIN STANDARDS FOR

English Language Arts

Wisconsin Department of Public Instruction

Carolyn Stanford Taylor, State Superintendent

Madison, Wisconsin

Wisconsin Standards for English Language Arts ii

This publication is available from:

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53703

(608) 266-8960

dpi.wi.gov/ela

May 2020 Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin,

ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America

and other designated youth groups.

Wisconsin Standards for English Language Arts iii

Foreword

On May 27, 2020, I formally adopted the Wisconsin Standards for English Language Arts. This revised set of

academic standards provides a foundational framework identifying what knowledge and skills Wisconsin

students in English language arts should learn at different grade levels or bands of grades.

The adoption of this revised set of standards was part of a concerted effort led by Wisconsin educators and

stakeholders who shared their expertise in English language arts and teaching from kindergarten through higher

education. Feedback was provided by the public and the Wisconsin State Legislature for the writing committee

to consider as part of Wisconsin’s Academic Standards review and revision process.

English language arts is an essential part of a comprehensive PK-12 education for all students. Through English language arts, Wisconsin

students learn to use literacy to understand and improve themselves and their worlds. The knowledge, techniques, and citizenry skills gained

through English language arts education in Wisconsin schools supports the Wisconsin Department of Public Instruction’s vision of helping all

students become college and career ready.

Wisconsin’s 2020 standards for English language arts focus on ensuring every student has the ability to comprehend and create text because

it is the primary way we share information and ideas. To comprehend and create texts, students need instruction in comprehension, writing,

speaking, listening, and reading foundational skills. To this end, Wisconsin Standards for English Language Arts result in the following:

a. Wisconsin’s youngest students will learn reading foundational skills – including developing an understanding of phonics through explicit,

systematic instruction – in order to comprehend and create text.

b. Wisconsin students will be flexible writers, composing a variety of formal, creative, and reflective writing.

c. Wisconsin students will understand how language functions in different contexts and cultures, strategically using English based on

audience, task, and purpose.

The knowledge and skills described in these revised set of standards provide a framework with actionable indicators for English language arts

classroom experiences.

The Wisconsin Department of Public Instruction will continue to build on this work to support implementation of the

standards with resources for the field.

I am excited to share the Wisconsin Standards for English Language Arts, which aim to build skills, knowledge, and engagement opportunities for

all Wisconsin students.

Carolyn Stanford Taylor

State Superintendent

Wisconsin Standards for English Language Arts iv

Acknowledgements

The Wisconsin Department of Public Instruction (DPI) wishes to acknowledge the ongoing work, commitment, and various contributions of

individuals to revise our state’s academic standards for English Language Arts. Thank you to the State Superintendent’s Standards Review

Council for their work and guidance through the standards process. A special thanks to the English Language Arts Writing Committee for

taking on this important project that will shape the classrooms of today and tomorrow. Thanks to the many staff members across the division

and other teams at DPI who have contributed their time and talent to this project. Finally, a special thanks to Wisconsin educators,

businesspeople, parents, and citizens who provided comment and feedback to drafts of these standards.

Wisconsin Standards for English Language Arts Writing Team

Co-Chairs: Norm Andrews, Elmbrook School District

Lisa Duxbury, Oshkosh Area School District

Abbie Fishman, Milwaukee Public Schools

Amy McGovern, Wausau School District

Colleen Pennell, Carroll University

David Roloff, University of Wisconsin-Stevens Point

DPI Liaisons: Laura Adams, Literacy Consultant

Barb Novak, Literacy Consultant

Bianca Williams-Griffin, English Language Arts Consultant

John W. Johnson, Director, Literacy and Mathematics

Heather Augustine-Arndt,

Freedom Area School

District

Robyn Bindrich

Kewaskum School District

Nuntiata Buck

Milwaukee Public Schools

Margaret Bussan

Lancaster Community

School

Alyssa Carlson

Elcho School District

Sarah Carter

School District of Janesville

Lenzy Crawford

Milwaukee Public School

Darci Demeio

Menasha Joint School

District

Linda Diaz

Racine Unified School

Distric

Jennifer Ditzman,

East High School, Green Bay

Area School Distric

Wisconsin Standards for English Language Arts v

Megan Dixon

Greenfield

Mark Dziedzic

University of Wisconsin-

Madison

Tanya Evans

Milwaukee Public Schools

Patrick Grady

Madison Metropolitan

School District

Merry Komar,

Rose Glen Elementary

School

Linda Kuhaupt

Appleton School District

Mai Lee Lor

Central High

Bri Lustig

Ben Franklin Elementary,

School District of

Menomonee Falls

Jenny Magee

Northside Elementary

School, Middleton-Cross

Plains School District

Jane McMahon

Baraboo School District

Teaira McMurtry,

Milwaukee Public Schools

Tami McQuillian

Gillett School District

Paul Moga

Milwaukee Public Schools

Christine Molitor,

Racine Unified

Leah Olson,

Eau Claire Area School

Beth Paap

Bayfield School District

Heather Pauly

Cardinal Stritch University

Christy Talbot Potvin

UW-Eau Claire - Barron

County

Justina Plemon

Formerly New Richmond

School District

Holly Prast

Kimberly Area School

District

Andrea Reichenberger

Ashwaubenon School

District

Brian Reindl

Kaukauna Area School

District

Matt Renwick

Mineral Point School District

Amy Sippert

Merrill Elementary, Oshkosh

Area School District

Megan Stoen

Madison Metropolitan

School District

Joan Tabor

Merrill Area Public Schools

Abie Vang

Green Bay Area Public

Schools

Kate Vieira

UW-Madison

Molly Vierck

CESA 2

Paul Walter

Slinger School District

Amy Wise

Hudson School District

Sae Yang

Appleton Area School

District

Department of Public Instruction, Academic Standards

• John W. Johnson, Director, Literacy and Mathematics, and Director for Academic Standards

• Meri Annin, Lead Visual Communications Designer

• David McHugh, Strategic Planning and Professional Learning Consultant

Wisconsin Standards for English Language Arts vi

Department of Public Instruction Leaders

• Sheila Briggs, Assistant State Superintendent, Division of Academic Excellence

• Scott Jones, Chief of Staff, Office of the State Superintendent

Section I

Wisconsin’s Approach to Academic Standards

Purpose of the Document

The purpose of this guide is to improve English Language Arts education for students and for communities. The Wisconsin Department of Public

Instruction (DPI) has developed standards to assist Wisconsin educators and stakeholders in understanding, developing and implementing course

offerings and curriculum in school districts across Wisconsin.

This publication provides a vision for student success and follows The Guiding Principles for Teaching and Learning

(2011). In brief, the principles are:

a. Every student has the right to learn

b. Instruction must be rigorous and relevant.

c. Purposeful assessment drives instruction and affects learning.

d. Learning is a collaborative responsibility.

e. Students bring strengths and experiences to learning.

f. Responsive environments engage learners.

Program leaders will find the guide valuable for making decisions about:

a. Program structure and integration

b. Curriculum redesign

c. Staffing and staff development

d. Scheduling and student grouping

e. Facility organization

f. Learning spaces and materials development

g. Resource allocation and accountability

h. Collaborative work with other units of the school, district and community

Wisconsin Standards for English Language Arts 3

What Are the Academic Standards?

Wisconsin Academic Standards specify what students should know and be able to do in the classroom. They serve as goals for teaching and learning.

Setting high standards enables students, parents, educators, and citizens to know what students should have learned at a given point in time. In

Wisconsin, all state standards serve as a model. Locally elected school boards adopt academic standards in each subject area to best serve their local

communities. We must ensure that all children have equal access to high-quality education programs. Clear statements about what students must

know and be able to do are essential in making sure our schools offer opportunities to get the knowledge and skills necessary for success beyond the

classroom.

Adopting these standards is voluntary. Districts may use the academic standards as guides for developing local grade-by-grade level curriculum.

Implementing standards may require some school districts to upgrade school and district curriculums. This may result in changes in instructional

methods and materials, local assessments, and professional development opportunities for the teaching and administrative staff.

What is the Difference between Academic Standards and Curriculum?

Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence of learning, and how

well they should be expected to know or do it. Curriculum is the program devised by local school districts used to prepare students to meet standards.

It consists of activities and lessons at each grade level, instructional materials, and various instructional techniques. In short, standards define what is

to be learned at certain points in time, and from a broad perspective, what performances will be accepted as evidence that the learning has occurred.

Curriculum specifies the details of the day-to-day schooling at the local level.

Developing the Academic Standards

DPI has a transparent and comprehensive process for reviewing and revising academic standards. The process begins with a notice of intent to review

an academic area with a public comment period. The State Superintendent’s Standards Review Council examines those comments and may

recommend revision or development of standards in that academic area. The state superintendent authorizes whether or not to pursue a revision or

development process. Following this, a state writing committee is formed to work on those standards for all grade levels. That draft is then made

available for open review to get feedback from the public, key stakeholders, educators, and the Legislature with further review by the State

Superintendent’s Standards Review Council. The state superintendent then determines adoption of the standards.

Aligning for Student Success

To build and sustain schools that support every student in achieving success, educators must work together with families, community members, and

business partners to connect the most promising practices in the most meaningful contexts. The release of the Wisconsin Standards for English

Language Arts provides a set of important academic standards for school districts to implement. This is connected to a larger vision of every child

graduating college and career ready. Academic standards work together with other critical principles and efforts to educate every child to graduate

Wisconsin Standards for English Language Arts 4

college and career ready. Here, the vision and set of Guiding Principles form the foundation for building a supportive process for teaching and learning

rigorous and relevant content. The following sections articulate this integrated approach to increasing student success in Wisconsin schools and

communities.

Relating the Academic Standards to All Students

Grade-level standards should allow ALL students to engage, access, and be assessed in ways that fit their strengths, needs, and interests. This applies

to the achievement of students with IEPs (individualized education plans), English learners, and gifted and talented pupils,

consistent with all other

students. Academic standards serve as the foundation for individualized programming decisions for all students.

Academic standards serve as a valuable basis for establishing concrete, meaningful goals as part of each student’s developmental progress and

demonstration of proficiency. Students with IEPs must be provided specially designed instruction that meets their individual needs. It is expected that

each individual student with an IEP will require unique services and supports matched to their strengths and needs in order to close achievement gaps

in grade-level standards. Alternate standards are only available for students with the most significant cognitive disabilities.

Gifted and talented students may achieve well beyond the academic standards and move into advanced grade levels or into advanced coursework.

Our Vision: Every Child a Graduate, College and Career Ready

We are committed to ensuring every child graduates from high school academically prepared and socially and emotionally competent. A successful

Wisconsin student is proficient in academic content and can apply their knowledge through skills such as critical thinking, communication,

collaboration, and creativity. The successful student will also possess critical habits such as perseverance, responsibility, adaptability, and leadership.

This vision for every child as a college and career ready graduate guides our beliefs and approaches to education in Wisconsin.

Guided by Principles

All educational initiatives are guided and impacted by important and often unstated attitudes or principles for teaching and learning. The Guiding

Principles for Teaching and Learning (2011) emerge from research and provide the touchstone for practices that truly affect the vision of Every Child a

Graduate Prepared for College and Career. When made transparent, these principles inform what happens in the classroom, direct the

implementation and evaluation of programs, and most importantly, remind us of our own beliefs and expectations for students.

Wisconsin Standards for English Language Arts 5

Ensuring a Process for Student Success

For Wisconsin schools and districts, implementing the Framework for Equitable Multi-Level

Systems of Supports (2017) means providing equitable services, practices, and resources to

every learner based upon responsiveness to effective instruction and intervention. In this

system, high-quality instruction, strategic use of data, and collaboration interact within a

continuum of supports to facilitate learner success. Schools provide varying types of

supports with differing levels of intensity to proactively and responsibly adjust to the

needs of the whole child. These include the knowledge, skills and habits learners need for

success beyond high school, including developmental, academic, behavioral, social, and

emotional skills.

Connecting to Content: Wisconsin Academic Standards

Within this vision for increased student success, rigorous, internationally benchmarked

academic standards provide the content for high-quality curriculum and instruction and

for a strategic assessment system aligned to those standards. With the adoption of the

standards, Wisconsin has the tools to design curriculum, instruction, and assessments to

maximize student learning. The standards articulate what we teach so that educators can focus on how instruction can best meet the needs of each

student. When implemented within an equitable multi-level system of support, the standards can help to ensure that every child will graduate college

and career ready.

References

The Guiding Principles for Teaching and Learning. 2011. Madison, WI: Wisconsin Department of Public Instruction. Retrieved from

https://dpi.wi.gov/standards/guiding-principles

Framework for Equitable Multi-Level Systems of Supports. 2017. Madison, WI: Wisconsin Department of Public Instruction. Retrieved from

https://dpi.wi.gov/rti

Section II

Wisconsin Standards for English Language Arts

Wisconsin Standards for English Language Arts 7

What is English Language Arts Education?

Wisconsin’s Guiding Principles for Teaching and Learning (Wisconsin Department of Public Instruction, 2010) provide important guidance for

approaching the discipline of English language arts. Within the discipline, each of the six guiding principles has specific implications for equity,

pedagogy, instruction, and assessment. English language arts educators should consider how the six guiding principles can influence their approach to

the discipline.

Wisconsin Standards for English Language Arts include four distinct areas: reading, writing, speaking and listening, and language. However, certain

foundations of the discipline connect all standards across these four areas at a more conceptual level. To further connect the standards, and to make

explicit the foundational underpinnings of the discipline of English language arts, Wisconsin has developed several broad emphases of English

language arts to consider. They are:

• English language arts is an integrated discipline. Though the standards are separated into sections, the processes of reading, writing, speaking,

listening, viewing, and representing happen in a connected way and are intended to be taught as such, in rich and authentic learning contexts.

• English language arts instruction builds an understanding of the human experience. The discipline of English language arts celebrates the

richness and complexity of literature, drama, speech, and language while providing a window to the human experience. Through rigorous

textual analysis and text creation, students grapple with moral, philosophical, and aesthetic facets of humanity, which inform, persuade, and

narrate our lives and help us understand the experiences of others. These understandings ensure students graduate not only ready for college

and career but also ready to be thinking and feeling world citizens.

• Literacy is an evolving concept, and becoming literate is a lifelong learning process. As society and technology change, so does literacy.

Literacy evolves as widening perspectives change the way we read, write, speak, listen, view, and represent. Students begin the process of

becoming literate long before entering a classroom, and they continue this process in every classroom throughout their formal schooling and

long after formal schooling is completed. Literacy attainment, and especially early literacy attainment, is strengthened by responsive learning

environments that include research-based core programs, strong intervention systems, and multiple ways of monitoring what learners know

and are able to do. Knowing this, all educators must see themselves as both literacy teachers and literacy learners.

• Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English language arts

instruction and attributes desired for Wisconsin graduates. Wisconsin’s commitment to ensuring 21st century skills are embedded aspects of

English language arts is ongoing. This skill development strengthens English language arts instruction, and student mastery of these skills is

important to Wisconsin’s conception of college and career readiness and to ensuring students access the discipline of English language arts in

rich and meaningful ways.

Wisconsin Standards for English Language Arts 8

• Literacy, language, and meaning are socially constructed and are enhanced by multiple perspectives. A rich diversity of texts, language uses,

viewpoints, and critical discussions are important for building knowledge in Wisconsin English language arts classrooms. Exposure to different

genres and text types and access to multiple and global perspectives provide a venue to explore and analyze the world.

English Language Arts Education in Wisconsin

Wisconsin Standards for English Language Arts provide a description, or portrait, of students who have met the standards in reading, writing, speaking,

listening, and language.

These standards articulate end-of-grade level expectations. Some students—including students with disabilities, students with gifts and talents, and

English language learners—may benefit from additional supports or challenges. Some barriers to learning and engagement can be minimized through

Universal Design for Learning (UDL). In addition, learning can be personalized through collaboration between educators, school staff, families, and

students.

Students in Wisconsin:

• 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

independently able to discern a speaker’s key points, request clarification, and ask relevant questions. Students build on others’ ideas,

articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standardized English to

meet communicative goals and acquire and use a wide-ranging vocabulary. More broadly, students become self-directed learners, effectively

seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

• Build strong content knowledge. English language arts is its own discipline or content area; as such, it teaches students knowledge, skills, and

behaviors unique to the discipline. This includes understanding and creating texts for a variety of audiences, tasks, and purposes. In addition,

students learn to notice, appreciate, and use language in ways that exemplify the “art” of English language arts, including reading and creating

works of fiction. Students, particularly in the early grades, also learn the mechanics of reading, writing, and language use (such as reading

foundational skills, handwriting or typing, and basic grammar and conventions). As students progress through school, students apply these

skills across disciplines to deepen understanding of subject matter (through reading, viewing, and listening) and to share what is learned

(through writing and speaking).

• 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 purposes for reading, writing, speaking, listening, and language use as warranted by the task. They

Wisconsin Standards for English Language Arts 9

appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect

meaning.

• 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

• 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.

• 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 in other ways. Students 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.

• Come to understand other perspectives and cultures. Students appreciate that the 21st century classroom and workplace are settings in

which people from often widely divergent cultures representing diverse experiences and perspectives must learn and work together. Students

actively seek to understand other perspectives and cultures through reading and listening. Students are able to communicate effectively with

people of varied backgrounds and are able to explain their intentional language choices to achieve their communicative goals. 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 meaningfully inhabit worlds and have experiences much different from their own

Wisconsin Standards for English Language Arts 10

Standards Structure

Wisconsin Standards for English Language Arts include the following strands:

• Reading (including reading foundational skills, abbreviated “RF”), abbreviated “R”

• Writing, abbreviated “W”

• Speaking and Listening, abbreviated “SL”

• Language, abbreviated “L”

Each strand includes anchor standards, which express what college and career readiness looks like for a

particular standard. Grade-level (kindergarten through grade 8) or grade-band (grades 9 - 10 and grades 11 -

12) state end-of-grade expectations and form a staircase to build toward the anchor standard.

The standards are coded as follows:

Strand.Grade Level.Standard Number

For example:

R.7.9 R = Strand (reading) 7 = Grade-level 9 = Standard Number

Reading, Grade 7, Standard 9

Wisconsin Standards for English Language Arts 11

Works Cited

Hudley, Anne H. Charity and Christine Mallinson, Understanding English Language Variation in U.S. Schools (New York and London: Teachers College

Press, 2011).

Johnson, N.J., Koss, M.D., & Martinez, M. “Through the sliding glass door: #EmpowerTheReader," The Reading Teacher 71, 5 (2017): 569-77.

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards English Language

Arts. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010.

New York State Education Department. English Language Arts Learning Standards. New York: New York State Education Department, 2017.

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf

Sims, Bishop, R. (1990). “Windows, mirrors, and sliding glass doors” Perspectives: Choosing and Using Books for the Classroom, 6, 3 (1990).

Smagorinsky, Peter. “Disciplinary Literacy in English Language Arts,” Journal of Adolescent and Adult Literacy 59, 2 (2015): 141-46.

Wisconsin Department of Public Instruction. “Wisconsin’s Guiding Principles for Teaching and Learning.” Wisconsin Department of Public Instruction.

June 2010. https://dpi.wi.gov/standards/guiding-principles

Wisconsin Department of Public Instruction. Wisconsin Standards for English Language Arts. Madison: Wisconsin Department of Public Instruction,

September 2012.

Young, Vershawn Ashanti, Barrett, Edward, and Young Rivera, Y’Shanda, Other People’s English: Code-Meshing, Code-Switching, and African

American Literacy (New York: Teachers College Press, 2014).

Section III

Discipline: English Language Arts

Wisconsin Standards for English Language Arts 13

Standards

These revised state standards (2020), Wisconsin’s previous standards (2010), and research recognize that every student needs to comprehend text.

To achieve this, all students need instruction in comprehension, writing, speaking, listening, and reading foundational skills, including explicit and

systematic phonics instruction. The following chart provides Wisconsin educators with a broad understanding of the major emphases in each strand

of Wisconsin standards for English Language Arts.

These general emphases provide educators with a beginning point for critical conversations about the impact of Wisconsin standards for English

Language Arts on curriculum, instruction, and assessment. The general emphases are intended to be used alongside the standards.

Wisconsin standards for English Language Arts provide schools/districts with opportunities to make local decisions about curriculum, materials, and

assessment, including genres to read and write and specific texts to study. When examples are included, they are intended to be a brief list—not

inclusive of all that could be learned.

Overall Structure of the Document:

Literate individuals adapt their communication in relation to audience, task, and purpose, making intentional choices about reading, writing, speaking,

listening, and language based on audience and purpose. Learning experiences should be rigorous and varied in order to ensure students can apply all

standards to a variety of texts, tasks, and contexts.

Efforts have been made in all strands of the standards to ensure the standards promote educational equity. Examples include:

• Use of the term “standardized English” as opposed to “standard English.” Different situations, audiences, and contexts call for different forms

of language. What is considered “correct” or “standard” in a particular situation changes over time (Hudley, Anne H. Charity and Mallinson,

Christine, 2011).

• Inclusion of the term “code-meshing” as opposed to “code switching.” Code-meshing involves the intentional incorporation of more than one

language within writing or speaking to exploit and blend language differences for effect or to reach communicative goals (Young, 2014).

• Inclusion of the term “communicative competence,” which broadly refers to the knowledge of how to adjust one’s writing or speech to the

specific audience, task, and purpose, and which requires knowledge of more than just one single version of English (Smagorinksy, 2015).

Disciplinary Literacy

In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write,

listen, speak, think critically, and perform in a way that is meaningful within the context of a given field.

Wisconsin Standards for English Language Arts 14

As a discipline, there are many contexts within English language arts requiring unique understanding and application of knowledge, skills, and

experiences. Text is defined broadly as any communication involving language. Texts can be spoken, written, or visual (listened to, read, or viewed),

highlighting the integrated nature of the discipline, often merging the ability to read, write, listen, speak, think critically, and perform in meaningful

ways. With the help of English language arts educators, students must navigate the language and text practices in order to communicate effectively

within the language arts.

Visit https://dpi.wi.gov/ela/disciplinary-literacy

for more information on disciplinary literacy in English language arts.

Reading

• There are nine reading standards; the majority apply to both literary and

informational text (rather than separate standards for literary and

informational text).

• Foundational reading skills are specifically defined (K - 5).

• Text complexity includes quantitative (numeric), qualitative, and reader

and task considerations. Students develop independence in reading

increasingly complex texts.

Writing

• There are nine writing standards; the first three standards focus on text

types and purposes and emphasize writing for a broader audience.

• The production and distribution of writing strand focuses on the

production of clear and coherent writing.

• The inquiry to build and present knowledge strand focuses on a more

student driven inquiry process that supports analysis, reflection and

inquiry.

Speaking and Listening

• There are five speaking and listening standards; three standards focus

on listening and two focus on speaking.

• Emphasis is on communication appropriate to task, purpose, and

situation, while being able to explain intentional language choices.

Language

• There are six language standards; one standard focuses on developing

knowledge of language and how language functions differently

depending on context; three standards focus on vocabulary acquisition

and use; two standards focus on developing understanding of

conventions of standardized English for contextually appropriate use.

• Emphasis is on understanding how language functions differently

depending on culture, context, and intended impact, and being able to

explain language choices.

Wisconsin Standards for English Language Arts 15

Overarching Statements: Variety and flexibility in literacy

Wisconsin’s 2010 standards for English language arts included a reading standard and a writing standard focused on range of reading and writing.

Wisconsin’s current standards for English language arts continue to emphasize the importance of variety and complexity of language experiences by

including statements applicable to each strand of the standards focused on complexity but also the varying demands of audience, task, purpose, and

discipline.

Overarching Statements:

Literate individuals are flexible; they respond to the varying demands of audience, task, purpose, and discipline.

Literate individuals adapt their communication in relation to audience, task, and purpose, making intentional choices about reading, writing, speaking,

listening, and language. In addition, literate individuals read, write, speak, listen, and use language for enjoyment and self-exploration. The knowledge

and skills developed through grade-level standards lead toward lifelong literacy, including the ability to meet the changing literacy demands of a

contemporary, democratic society.

Reading

Read and comprehend a variety of complex literary and informational

texts for many purposes (including enjoyment), including texts that

reflect one’s experiences and experiences of others. This includes

independently and proficiently understanding grade-level text.

Writing

Write routinely for a range of culturally-sustaining and rhetorically

authentic tasks, purposes, and audiences over extended time frames

(time for inquiry, reflection, and revision) and shorter time frames.

Speaking and Listening

Listen to understand and adapt speech to a variety of purposes,

audiences, and situations in order to meet communicative goals. Be able

to justify intentional language choices and how those choices differ for

culture and context.

Language

Demonstrate an understanding of how language functions in different

cultures and contexts. Apply this knowledge to meet communicative

goals when composing, creating, and speaking, and to comprehend more

fully when reading and listening. Be able to justify intentional language

and convention choices and explain how those choices differ for culture

and context.

The statements appearing above require learners to engage with and create a wide variety of texts. Their experiences as readers, writers, speakers,

listeners, and users of language should be wide and varied. In addition, consideration should be given to the complexity of texts and topics. Texts and

topics are intentionally selected to develop content knowledge and provide challenges but also to serve as windows and mirrors (Johnson, N.J., Koss,

M.D., and Martinex, M., 2017; Sims, Bishop, R., 1990) and engage all learners.

Wisconsin Standards for English Language Arts 16

Reading Foundational Skills Standards - Introduction

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: typically developing readers will need much less practice with these

concepts than readers who struggle to learn to read and/or English learners. 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.

Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.

Please reference Appendix 2 - Foundational Skills for definitions, explanations, and further examples of decoding, encoding, fluency, phonological

awareness, phonemic awareness, the progression of skills, consonants, vowels, syllables and syllable patterns, and morphemes.

Wisconsin Standards for English Language Arts 17

Strand: Reading Foundational Skills

Print Concepts - Kindergarten Print Concepts - Grade 1

RF.K.1 Demonstrate understanding of the organization and

basic features of print.

a. Follow words from left to right, top to bottom, and

page by page.

b. Recognize spoken words are represented in written

language by specific sequences of letters.

c. Understand words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters

of the alphabet.

RF.1.1 Demonstrate understanding of the organization and

basic features of print.

a. Recognize the distinguishing features of a

sentence (e.g., first word, capitalization, ending

punctuation).

Not applicable in grade 2.

Phonological Awareness - Kindergarten Phonological Awareness - Grade 1 Phonological Awareness - Grade 2

RF.K.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in

spoken words.

c. Blend and segment onsets and rimes of single-syllable

spoken words.

d. Isolate and pronounce the initial, medial vowel, and

final sounds (phonemes) in three-phoneme

(consonant-vowel-consonant, or CVC) words. (This

does not include CVCs ending with /l/, /r/, or /x/.)

e. Add, delete, or substitute individual sounds

(phonemes) in simple, one-syllable words to make new

words.

RF.1.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken

single-syllable words.

b. Orally produce single-syllable words by blending

sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final

sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their

complete sequence of individual sounds

(phonemes).

e. Add, delete, or substitute individual sounds

(phonemes) in simple one-syllable words to make

new words.

RF.2.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

a. Add, delete, and substitute individual sounds

(phonemes) in simple one-syllable words to make

new words, including initial, final, medial,

consonant blends, short vowel sounds, and long

vowel sounds.

Wisconsin Standards for English Language Arts 18

Strand: Reading Foundational Skills

Phonics and Word Recognition - Kindergarten Phonics and Word Recognition - Grade 1 Phonics and Word Recognition - Grade 2

RF.K.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one

letter-sound correspondences by producing the

primary or many of the most frequent sounds for

each consonant.

b. Associate the long and short sounds with

common spellings (graphemes) for the five major

vowels.

c. Read common high-frequency words by sight

(e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.

Related to language standards:

L.K.6c Phonetically spell simple words drawing

on knowledge of letter-sound relationships.

Related to Reading Foundational standards.

L.K.6d Writes letters for most consonant and

short vowel sounds (phonemes).

RF.1.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

a. Know the spelling-sound correspondences for

common consonant digraphs.

b. Decode and encode regularly spelled one-syllable

words (e.g., cat, fox, bet, cup, fit, etc.).

c. Know final -e and common vowel team conventions

for representing long vowel sounds (Examples include

but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

d. Use knowledge that every syllable must have a vowel

sound to determine the number of syllables in a

printed word.

e. Decode two-syllable words following basic (known)

patterns by breaking the words into syllables.

f. Read words with inflectional endings (i.e., -s, -ed, -ing).

g. Recognize and read grade-appropriate irregularly

spelled words.

Related to language standards:

L.1.6d Use conventional spelling for words with

common spelling patterns and draw on phonemic

awareness and spelling conventions to spell other

words phonetically.

RF.2.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

a. Distinguish long and short vowels when reading

regularly spelled one-syllable words.

b. Know spelling-sound correspondences for

additional common vowel teams.

c. Decode and encode regularly spelled one, two,

and some three syllable CVC pattern words (e.g.,

1 syllable: mat, 2 syllable: picnic, 3 syllable:

fantastic, etc.).

d. Decode words with common prefixes and

suffixes.

e. Decode regularly spelled two-syllable words

with long vowels. Encode some of these words.

o Know when to drop the final e

when adding an -ing, -ed endings.

(Silent-e vowel pattern base word).

o Know when to double the final

consonant when adding a suffix. -

ing, -ed.

f. Recognize and read grade-appropriate

irregularly spelled words.

Related to language standards:

See L.2.6 for additional spelling/encoding/word

analysis guidance.

Fluency - Kindergarten Fluency - Grade 1 Fluency - Grade 2

RF.K.4 Read emergent-reader texts with purpose and

understanding.

RF.1.4 Read emergent-reader texts with purpose,

understanding, and sufficient accuracy and fluency to

support comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

RF.2.4 Read with sufficient accuracy and fluency to

support comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

Wisconsin Standards for English Language Arts 19

Strand: Reading Foundational Skills

Phonics and Word Recognition - Grade 3 Phonics and Word Recognition - Grade 4 Phonics and Word Recognition - Grade 5

RF.3.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

a. Identify and know the meaning of the most

common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multisyllable words that include all

learned syllable patterns (see previous grade

level standards for specific targets).

d. Read grade-appropriate irregularly spelled

words.

e. Apply common encoding rules:

f. Know when to drop the final e when adding

endings. (Silent-e vowel pattern base word).

g. Know when to double the final consonant when

adding a suffix.

See L.3.6 for additional spelling/encoding/word

analysis guidance.

RF.4.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

• 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.

See L.4.6 for additional spelling/encoding/word analysis

guidance.

RF.5.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

a. 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.

See L.5.6 for additional spelling/encoding/word

analysis guidance.

Fluency - Grade 3 Fluency - Grade 4 Fluency - Grade 5

RF.3.4 Read with sufficient accuracy and fluency to

support comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

RF.4.4 Read with sufficient accuracy and fluency to support

comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

RF.5.4 Read with sufficient accuracy and fluency to

support comprehension.

a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on successive

readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.

Wisconsin Standards for English Language Arts 20

Reading Standards - Introduction

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 those grade-level standards preceding and beyond the grade-level of one’s teaching assignment is critical and allows educators to be

responsive to students’ varied needs of support or extension.

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 informational text,

students build a foundation of knowledge that will also give them the background to be better readers. Students can only gain this foundation when

the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the

habits of reading independently and closely, which are essential to their future success.

ELA is an integrated discipline. Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking

and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

Wisconsin Standards for English Language Arts 21

Anchor Standards for Reading

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including

enjoyment), including texts that reflect one’s experiences and experiences of others. This includes

independently and proficiently understanding grade-level text.

Key Ideas and Details Students will:

Anchor Standard R1: Read closely to determine what the text says explicitly/implicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Anchor Standard R2: Summarize key ideas and details in order to identify central ideas or themes of a text and analyze their

development.

Anchor Standard R3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

Anchor Standard R4: 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.

Anchor Standard R5: 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.

Anchor Standard R6: Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of

diverse texts.

Integration of Knowledge and Ideas

Anchor Standard R7: Integrate and evaluate content presented in diverse media and formats.

Anchor Standard R8: 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.

Anchor Standard R9: Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of

lenses and perspectives.

Modified from the New York State Education Department (2017)

Wisconsin Standards for English Language Arts 22

Strand: Reading K-5

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Key Ideas and Details - Kindergarten Key Ideas and Details - Grade 1 Key Ideas and Details - Grade 2

R.K.1 With prompting and support, develop and answer

questions about a text. (RI&RL)

R.1.1 Develop and answer questions about key ideas and details

in a text. (RI&RL)

R.2.1 Develop and answer questions to demonstrate an

understanding of key ideas and details in a text.

(RI&RL)

R.K.2 With prompting and support, retell stories (RL); share

key details from a text. (RI)

R.1.2 Identify a main topic or central idea in a text with guidance

and support; retell important details. (RI&RL)

R.2.2 Summarize portions of a text in order to identify a main

topic or central idea and key details in a text. (RI&RL)

R.K.3 With prompting and support, identify characters,

settings, and important events in a story or pieces of

information in a text. (RI&RL)

R.1.3 Describe characters, settings, and important events in a

story or pieces of information in a text. (RI&RL)

R.2.3 Describe how characters respond to major events and

challenges. (RL) Describe the connections between

ideas, concepts, or a series of events. (RI)

Craft and Structure - Kindergarten Craft and Structure - Grade 1 Craft and Structure - Grade 2

R.K.4 With prompting and support, identify specific words

that express feelings or content- specific words within

a text. (RI&RL)

R.1.4 Identify specific words and phrases that express feeling,

appeal to the senses, or content-specific words within a

text. (RI&RL)

R.2.4 Explain how specific words and phrases express

feelings, appeals to the senses, or determine the

meaning of content-specific words within a text.

(RI&RL)

R.K.5 Identify literary and informational texts.

(RI&RL)

R.1.5 Identify a variety of genres and explain major differences

between literary texts and informational texts. (RI&RL)

R.2.5 Describe the overall structure of a text, including

describing how the beginning introduces the text and

the ending concludes the text. (RI&RL)

R.K.6 Define the role of the author and the illustrator in

presenting the ideas in a text. (RI&RL)

R.1.6 Describe how illustrations and details support the point of

view or purpose of the text. (RI&RL)

R.2.6 Identify examples of how illustrations, text features,

and details support the point of view or purpose of the

text. (RI&RL)

Integration of Knowledge and Ideas - Kindergarten

Integration of Knowledge and Ideas - Grade 1

Integration of Knowledge and Ideas - Grade 2

R.K.7 With prompting and support, describe the relationship

between illustrations and the text. (RI&RL)

R.1.7 Use illustrations and details in literary and informational

texts to discuss story elements and/or topics. (RI&RL)

R.2.7 Demonstrate understanding of story elements and/or

topics by applying information gained from

illustrations or text features. (RI&RL)

R.K.8 With prompting and support, identify specific

information to support ideas in a text. (RI)

R.1.8 Identify specific information an author or illustrator gives

that supports ideas in a text. (RI)

R.2.8 Explain how specific points the author or illustrator

makes in a text are supported by relevant reasons and

evidence. (RI)

R.K.9 With prompting and support, compare and contrast

two texts; recognize that texts reflect one’s own and

others’ culture. (RI&RL)

R.1.9 Compare and contrast two texts; recognize that texts

reflect one’s own and others’ culture. (RI&RL)

R.2.9 Compare and contrast key points or perspectives

presented in two texts; recognize that texts reflect

one’s own and others’ culture. (RI&RL)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 23

Strand: Reading K-5

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Key Ideas and Details - Grade 3 Key Ideas and Details - Grade 4 Key Ideas and Details - Grade 5

R.3.1 Develop and answer questions to locate relevant

and specific details in a text to support an answer

or inference. (RI&RL)

R.4.1 Locate and refer to relevant details and evidence when

explaining what a text says explicitly/implicitly and

make logical inferences. (RI&RL)

R.5.1 Locate and refer to relevant details and evidence

when explaining what a text says

explicitly/implicitly and make logical inferences.

(RI&RL)

R.3.2 Summarize portions of a text to determine a theme

or central idea and explain how it is supported by

key details. (RI&RL)

R.4.2 Summarize texts, from a variety of genres, to determine

a theme or central idea and explain how it is supported

by key details. (RI&RL)

R.5.2 Summarize texts, from a variety of genres, to

determine a theme or central idea and explain how

it is supported by key details. (RI&RL)

R.3.3 Describe a character (traits, motivations, and/or

feelings) drawing on specific details from the text.

(RL)

Describe the relationship among a series of events,

ideas, concepts, or steps in a text, using language

that pertains to time, sequence, and cause/effect.

(RI)

R.4.3 Describe a character (traits, motivations, and/or

feelings), setting, or event, drawing on specific details in

the text. (RL)

Explain events, procedures, ideas, or concepts, including

what happened and why, based on specific evidence

from the text. (RI)

R.5.3 Compare and contrast two or more characters,

settings, and events, drawing on specific details in

the text. (RL)

Explain the relationships or interactions between

two or more individuals, events, ideas, or concepts

based on specific evidence from the text. (RI)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 24

Strand: Reading K-5

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Craft and Structure - Grade 3 Craft and Structure - Grade 4 Craft and Structure - Grade 5

R.3.4 Determine the meaning of words, phrases, figurative

language, and academic and content-specific words

within a text. (RI&RL)

R.4.4 Determine the meaning of words, phrases, figurative

language, academic, and content-specific words within a

text. (RI&RL)

R.5.4 Determine the meaning of words, phrases, figurative

language, academic and content-specific words, and

analyze their effect on meaning, tone, and mood

within a text. (RI&RL)

R.3.5 Identify parts of stories, dramas, and poems using

terms such as chapter, scene, and stanza. (RL)

Identify and use text features to build

comprehension. (RI)

R.4.5 Identify and analyze structural elements, using terms such

as verse, rhythm, meter, characters, settings, dialogue,

stage directions. (RL)

Identify the overall structure using terms such as

sequence, comparison, cause/effect, and

problem/solution. (RI)

R.5.5 Explain how a series of chapters, scenes, or stanzas

fits together to determine the overall structure of a

story, drama, or poem. (RL)

Compare and contrast the overall structure in two or

more texts using terms such as sequence,

comparison, cause/effect, and problem/solution. (RI)

R.3.6 Discuss how the reader’s point of view or perspective

may differ from that of the author, narrator or

characters in a text. (RI&RL)

R.4.6 In literary text, compare and contrast the point of view

from which different stories are narrated, including the

difference between first- and third-person narrations. (RL)

In informational text, compare and contrast a primary and

secondary source on the same event or topic. (RI)

R.5.6 In literary text, explain how a narrator’s or speaker’s

point of view influences how events are described.

(RL)

In informational text, analyze multiple accounts of

the same event or topic, noting important similarities

and differences in the point of view they represent.

(RI)

Integration of Knowledge and Ideas - Grade 3 Integration of Knowledge and Ideas - Grade 4 Integration of Knowledge and Ideas - Grade 5

R.3.7 Explain how specific illustrations or text features

contribute to what is conveyed by the words in a text

(e.g., create mood, emphasize character or setting, or

determine where, when, why, and how key events

occur). (RI&RL)

R.4.7 Explain how text features (e.g., charts, graphs, diagrams,

timelines, animations, and illustrations) contribute to an

understanding of the text. (RI&RL)

R.5.7 Analyze how visual and multimedia elements

contribute to the meaning of literary and

informational texts. (RI&RL)

R.3.8 Explain how claims in a text are supported by relevant

reasons and evidence. (RI)

R.4.8 Explain how claims in a text are supported by relevant

reasons and evidence. (RI)

R.5.8 Explain how claims in a text are supported by

relevant reasons and evidence, identifying which

reasons and evidence support which claims. (RI)

R.3.9 Recognize genres and make connections to other

texts, ideas, cultural perspectives, identities, eras,

personal events, and situations. (RI&RL)

R.4.9 Recognize genres and make connections to other texts,

ideas, cultural perspectives, identities, eras, personal

events, and situations. (RI&RL)

R.5.9 Make informed judgments about quality of text;

make connections to other texts, ideas, cultural

perspectives, identities, eras, and personal

experiences. (RI&RL)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 25

Strand: Reading 6-12

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Key Ideas and Details - Grade 6 Key Ideas and Details - Grade 7 Key Ideas and Details - Grade 8

R.6.1 Cite textual evidence to support an analysis of what

the text says explicitly/implicitly and make logical

inferences. (RI&RL)

R.7.1 Cite textual evidence to support an analysis of what the

text says explicitly/implicitly and make logical inferences.

(RI&RL)

R.8.1 Cite textual evidence that strongly supports an

analysis of what the text says

explicitly/implicitly and make logical inferences.

(RI&RL)

R.6.2 Summarize texts, from a variety of genres, to

determine a theme or central idea and how it is

developed by key supporting details over the course

of a text. (RI &RL)

R.7.2 Summarize texts, from a variety of genres, to determine a

theme or central idea and analyze its development over

the course of the text. (RI&RL)

R.8.2 Summarize texts, from a variety of genres, to

determine one or more themes or central ideas

and analyze their development over the course

of the text. (RI&RL)

R.6.3 In literary texts, describe how events unfold, as well

as how characters respond or change as the plot

moves toward a resolution. (RL)

In informational texts, analyze how individuals,

events, and ideas are introduced, related to each

other, and developed. (RI)

R.7.3 In literary texts, analyze how elements of plot are related,

affect one another, and contribute to meaning. (RL)

In informational texts, analyze how individuals, events, and

ideas are introduced, related to each other, and developed.

(RI)

R.8.3 In literary texts, analyze how particular lines of

dialogue or events propel the action, reveal

aspects of a character, or provoke a decision.

(RL)

In informational texts, analyze how individuals,

events, and ideas are introduced, related to

each other, and developed. (RI)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 26

Strand: Reading 6-12

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Craft and Structure - Grade 6 Craft and Structure - Grade 7 Craft and Structure - Grade 8

R.6.4 Determine the meaning of words and phrases,

including figurative and connotative meanings.

Analyze the impact of specific word choices on

meaning, tone, and mood, including words with

multiple meanings within a text. (RI&RL)

R.7.4 Determine the meaning of words and phrases, including

figurative and connotative meanings. Analyze the impact

of specific word choices on meaning, tone, and mood,

including words with multiple meanings within a text.

(RI&RL)

R.8.4 Determine the meaning of words and phrases,

including figurative and connotative meanings.

Analyze the impact of specific word choices on

meaning, tone, and mood, including words with

multiple meanings within a text. (RI&RL)

R.6.5 In literary texts, analyze how a sentence, paragraph,

stanza, chapter, scene, or section fits into the overall

structure and how it contributes to the

development of theme, central idea, setting, or plot.

(RL)

In informational texts, analyze how a particular

sentence, paragraph, chapter, or section fits into the

overall structure of a text and how it contributes to

the development of theme or central ideas. (RI)

R.7.5 In literary texts, analyze how structure, including genre-

specific features, contributes to the development of

themes or central ideas. (RL)

In informational texts, analyze the structure an author

uses to organize a text, including how the sections

contribute to the whole and to the development of

themes or central ideas. (RI)

R.8.5 In literary and informational texts, compare and

contrast the structures of two or more texts in

order to analyze how the differing structure of each

text contributes to overall meaning, style, theme, or

central idea. (RI&RL)

R.6.6 In literary texts, identify possible biases, the point of

view, and explain how it is developed and conveys

meaning in diverse texts. (RL)

In informational texts, explain how an author’s

geographic location, identity, and/or culture affect

perspective. Analyze how the author distinguishes

his or her position from that of others. (RI)

R.7.6 In literary texts, analyze how an author develops and

contrasts the point of view, possible biases, and the

perspectives of different characters or narrators. (RL)

In informational texts, explain how an author’s

geographic location, identity, and/or culture affect

perspective. Analyze how the author distinguishes his or

her position from that of others. (RI)

R.8.6 In literary texts, analyze how the differences

between the point of view, perspectives, and

possible biases of the characters, the audience, or

reader create effects such as mood and tone. (RL)

In informational texts, explain how an author’s

geographic location, identity, and/or culture affect

perspective. Analyze how the author addresses

conflicting evidence or viewpoints. (RI)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 27

Strand: Reading 6-12

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Integration of Knowledge and Ideas - Grade 6 Integration of Knowledge and Ideas - Grade 7 Integration of Knowledge and Ideas - Grade 8

R.6.7 Compare and contrast how different formats,

including print and digital media, contribute to the

understanding of a subject. (RI&RL)

R.7.7 Compare and contrast a written text with audio, filmed,

staged, or digital versions in order to analyze the effects

of techniques unique to each media and each format’s

portrayal of a subject. (RI&RL)

R.8.7 Evaluate the advantages and disadvantages of using

different media—print, audio, video, stage, or

digital—to present a particular subject or idea and

analyze the extent to which a production remains

faithful to or departs from the written text. (RI&RL)

R.6.8 Trace and evaluate the development of an argument

and specific claims in texts, distinguishing claims

that are supported by reasons and relevant

evidence from claims that are not. (RI)

R.7.8 Trace and evaluate the development of an argument and

specific claims in a text. Assess whether the reasoning is

valid and the evidence is relevant and sufficient.

Recognize when irrelevant evidence is introduced. (RI)

R.8.8 Trace and evaluate an argument and specific claims

in a text. Assess whether the reasoning is valid and

the evidence is relevant and sufficient. Recognize

when irrelevant evidence is introduced. (RI)

R.6.9 Evaluate the quality of texts. Make connections to

other texts, ideas, cultural perspectives, identities,

eras, and personal experiences. (RI&RL)

R.7.9 Evaluate the quality of texts. Make connections to other

texts, ideas, cultural perspectives, identities, eras, and

personal experiences. (RI&RL)

R.8.9 Choose and develop criteria to evaluate the quality

of texts. Make connections to other texts, ideas,

cultural perspectives, identities, eras, and personal

experiences. (RI&RL)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 28

Strand: Reading 6-12

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Key Ideas and Details - Grades 9 - 10 Key Ideas and Details - Grades 11 - 12

R.9-10.1 Cite relevant textual evidence that strongly supports analysis of what the text

says explicitly/implicitly and make logical inferences; develop questions for

further exploration. (RI&RL)

R.11-12.1 Cite relevant textual evidence that strongly supports analysis of what the text

says explicitly/implicitly and make logical inferences, including determining

where the text is ambiguous; develop questions for deeper understanding and

for further exploration. (RI&RL)

R.9-10.2 Objectively and accurately summarize texts, from a variety of genres, to

determine one or more themes or central ideas and analyze its development,

including how it emerges and is shaped and refined by specific details. (RI&RL)

R.11-12.2 Objectively and accurately summarize a complex text to determine two or

more themes or central ideas and analyze their development, including how

they emerge and are shaped and refined by specific details. (RI&RL)

R.9-10.3 In literary texts, analyze how complex and/or dynamic characters develop,

interact with other characters, advance the plot, or develop a theme. (RL)

In informational texts, analyze how the author unfolds an analysis or argument,

including the sequence, the introduction and development of ideas, and the

connections that exist. (RI)

R.11-12.3 In literary texts, analyze the impact of the author's choices. (RL)

In informational texts, analyze a complex set of ideas or sequence of events and

explain how specific individuals, ideas, or events interact and develop. (RI)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 29

Strand: Reading 6-12

Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment),

including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.

Craft and Structure - Grades 9 - 10 Craft and Structure - Grades 11 - 12

R.9-10.4 Determine the meaning of words and phrases, including figurative and

connotative meanings. Analyze the impact of specific word choices on meaning,

tone, and mood. Examine technical or key terms and how language differs across

genres. (RI&RL)

R.11-12.4 Determine the meaning of words and phrases, including figurative and

connotative meanings. Analyze the impact of specific word choices on meaning,

tone, and mood, including words with multiple meanings. Analyze how an

author uses and refines the meaning of technical or key term(s) over the course

of a text. (RI&RL)

R.9-10.5 In literary texts, consider how varied aspects of structure create meaning and

affect the reader. (RL)

In informational texts, consider how the author's intent influences particular

sentences, paragraphs, or sections. (RI)

R.11-12.5 In literary texts, analyze how varied aspects of structure create meaning and

affect the reader. (RL)

In informational texts, analyze the impact and evaluate the effect structure has

on exposition or argument in terms of clarity, persuasive/rhetorical technique,

and audience appeal. (RI)

R.9-10.6 Analyze how authors employ point of view, perspective, and purpose to shape

explicit and implicit messages (e.g., examine rhetorical strategies, literary

elements and devices). Explain how an author’s geographic location, identity, and

culture affect perspective. (RI&RL)

R.11-12.6 Analyze how authors employ point of view, perspective, and purpose to shape

explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire,

sarcasm, irony, or understatement). Explain how an author’s geographic

location, identity, and culture affect perspective. (RI&RL)

Integration of Knowledge and Ideas - Grades 9 - 10 Integration of Knowledge and Ideas - Grades 11 - 12

R.9-10.7 Analyze how a subject and/or content is presented in two or more formats by

determining which details are emphasized, altered, or absent in each account

(e.g., analyze the representation of a subject and/or content or key scene in two

different formats). (RI&RL)

R.11-12.7 In literary texts, analyze multiple adaptations of a source text as presented in

different formats (e.g., works of art, graphic novels, music, film, etc.), specifically

evaluating how each version interprets the source. (RL)

In informational texts, integrate and evaluate sources on the same topic or

argument in order to address a question or solve a problem. (RI)

R.9-10.8 Delineate and evaluate an argument and specific claims in a text, assessing the

validity or fallacy of key statements by examining whether the supporting

evidence is relevant and sufficient. (RI)

R.11-12.8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g.,

constitutional principles, logical fallacy, legal reasoning, belief systems, codes of

ethics, philosophies, etc.) to assess the validity or fallacy of key arguments,

determining whether the supporting evidence is relevant and sufficient. (RI)

R.9-10.9 Choose and develop criteria to evaluate the quality of texts. Make connections to

other texts, ideas, cultural perspectives, identities, eras, and personal

experiences. (RI&RL)

R.11-12.9 Choose and develop criteria to evaluate the quality of texts. Make connections

to other texts, ideas, cultural perspectives, identities, eras, and personal

experiences. (RI&RL)

RI = Reading Information

RL = Reading Literature

Wisconsin Standards for English Language Arts 30

Writing Standards - Introduction

Writing at its heart is about communication. Thus, modes of writing, such as the ones outlined in the following standards, must be taught as means of

communication, and not as stand-alone, isolated skills. That is, modes should be taught as ways to intervene in rhetorical contexts for a clear purpose

and to a specific audience. If students know why they are writing a narrative (or argument, description, etc.) and to whom, they can more flexibly and

more effectively engage with writing as a communicative act. All students have something to say. When we teach writing rhetorically, we are helping

them develop their ability to say it.

To provide rigorous writing instruction that will facilitate college and career readiness, students must have the opportunity to write consistently for a

variety of high- and low-stakes purposes.

• Low-stakes writing is the formative writing that is crucial to developing students’ identities as writers, developing dialogic relationships

through writing in community with other writers, and developing ideas and draft text for high-stakes writing. Regular low-stakes writing is

crucial for high-stakes writing.

• High-stakes writing often has a more explicitly rhetorical purpose and can take various forms, including but not limited to: conveying

information in professional contexts, proposing a solution to a pressing social problem, writing with and for community groups, developing a

polished literary work, writing for standardized assessments, and research-based writing to intervene in scholarly conversations.

In this writing section, the standards focus on creative, formal, and reflective writing. Students produce argumentative, informative, and narrative

writing in each of these modes. These writing modes are described as:

• Creative writing: creative writing is writing in which students take the role of literary artists, using techniques associated with literary arts to

entertain, discover, and convey imagined or real worlds. For instance, creative writing may include slam poetry, short stories, creative

nonfiction, multimodal compositions, fanfiction, or lyric poetry.

• Formal writing: Formal writing is a flexible category that we broadly define in two ways: writing for academic inquiry and writing to engage

and intervene in the social world. Writing for academic inquiry means using research, critical thinking, and analysis to address an issue in which

writers have a stake for an audience. For instance, it could take the form of a research paper, presentation, or poster. Writing to engage and

intervene in the social world means writing for professional, civic, and community purposes. For instance, this mode of writing could include

emails, multimodal compositions, letters to the editor, argumentative essays, or campaigns with the purpose of taking action.

• Reflective writing: Reflective writing is formative writing that allows teachers and students to enter into conversation and develop ideas and

thoughts together. It is often a building block to more specific rhetorical tasks.

Wisconsin Standards for English Language Arts 31

Anchor Standards for Writing

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and

audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time

frames (a single sitting or a day or two).

Text Types and Purposes: Students will:

Anchor Standard W1: Compose reflective, formal, and creative writing, which may happen simultaneously or

independently, for a variety of high-stakes and low-stakes purposes.

Anchor Standard W2: Compose writing for a variety of modes to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content.

Anchor Standard W3: Select and utilize tools and strategies to develop effective writing appropriate for purpose, mode,

and audience.

Production and Distribution of Writing

Anchor Standard W4: Make intentional and informed decisions about development, organization, and style, to produce

clear and coherent writing that are culturally-sustaining and rhetorically authentic to task and

purpose.

Anchor Standard W5: Plan, revise, and edit to make informed and intentional decisions to produce clear and coherent

multimodal writing in which the development, organization and style are appropriate to task,

purpose and audience.

Anchor Standard W6: Use print and digital technology to produce and publish writing and to interact and collaborate

with others.

Inquiry to Build and Present Knowledge

Anchor Standard W7: Conduct short as well as more sustained student-driven inquiry, demonstrating an understanding

of the subject under investigation.

Anchor Standard W8: Gather relevant information from multiple print, digital, and community sources, assess the

credibility and accuracy of each source, and follow a standard citation format.

Anchor Standard W9: Draw evidence from literary or informational texts to support analysis, reflection, and inquiry.

Wisconsin Standards for English Language Arts 32

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Kindergarten Text Types and Purposes - Grade 1 Text Types and Purposes - Grade 2

W.K.1 Use a combination of drawing, dictating, and

writing to compose reflective, formal, and

creative writing, which may happen

simultaneously or independently, for a variety of

high-stakes and low-stakes purposes.

W.1.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.2.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.K.2 Use a combination of drawing, dictating, and

writing to compose text in a variety of modes:

a. Opinion pieces in which they tell the reader the

topic or the name of the book they are writing

about and state an opinion or preference about

the topic or book.

b. Informative/explanatory text in which they name

what they are writing about and supply some

information about the topic.

c. Convey events, real or imagined and 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.

W.1.2 Write text in a variety of modes:

a. Opinion pieces in which they introduce the topic

or name the text they are writing about, state an

opinion, supply a reason for the opinion, and

provide some sense of closure.

b. Informative/explanatory text in which they name

a topic, supply some facts about the topic, and

provide some sense of closure.

c. Convey events, real or imagined, through

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.

W.2.2 Write text in a variety of modes:

a. Opinion pieces in which they introduce the topic

or text they are writing about, state an opinion,

supply reasons that support the opinion, using

words for emphasis, addition, contrast, or order to

connect opinion and reasons, and provide a

concluding statement or section.

b. Informative/explanatory text in which they

introduce a topic, use facts and definitions to

develop points, and provide a concluding

statement or section.

c. Convey events, real or imagined, through

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.

W.K.3 Use a combination of drawing, dictating, and

writing to compose text that utilizes:

a. Organization: provide a sense of structure,

attempt an introduction.

b. Word Choice (including domain specific): use

words familiar to the student.

W.1.3 Create writing that utilizes:

a. Organization: provide a beginning, middle and a

simple ending.

b. Transitions: simple word transitions and temporal

words/pictures that link ideas.

c. Word Choice (including domain specific):

experiments with descriptive words to describe

feelings, events and images.

W.2.3 Create writing that utilizes:

a. Organization: provide a beginning, middle and

ending, that works cohesively to promote the

central theme of the text.

b. Transitions: use transitions to link and build

connections between ideas, text, and events.

c. Word Choice (including domain specific): uses

descriptive words to demonstrate creativity and

to provide vivid examples of feelings, events and

images.

Wisconsin Standards for English Language Arts 33

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Production and Distribution of Writing - Kindergarten

Production and Distribution of Writing - Grade 1

Production and Distribution of Writing - Grade 2

W.K.4 With guidance and support from adults, use a

combination of drawing, dictating and writing to

compose text in which the development and

organization are culturally-sustaining and

rhetorically authentic to task and purpose.

(Grade-specific expectations for writing types are

defined in standards 1–3 above.)

W.1.4 With guidance and support from adults, produce

writing in which the development and

organization are culturally-sustaining and

rhetorically authentic to task and purpose.

(Grade-specific expectations for writing types are

defined in standards 1–3 above.)

W.2.4 With guidance and support from adults, produce

Writing in which the development and

organization are culturally-sustaining and

rhetorically authentic to task and purpose.

(Grade-specific expectations for writing types

are defined in standards 1–3 above.)

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.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.2.5 With guidance and support from adults and peers,

focus on a topic and strengthen writing as needed

by revising and editing.

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.

Learn to produce writing through printing

(including forming most printed upper- and lower-

case letters), cursive, and/or typing.

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.

Learn to produce writing through printing

(including forming most printed upper- and lower-

case letters), cursive, and/or typing.

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.

Learn to produce writing through printing

(including forming most printed upper- and lower-

case letters), cursive, and/or typing.

Wisconsin Standards for English Language Arts 34

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Inquiry to Build and Present Knowledge - Kindergarten

Inquiry to Build and Present Knowledge - Grade 1

Inquiry to Build and Present Knowledge - Grade 2

W.K.7 Participate in shared inquiry and writing projects

(e.g., explore a number of books by a favorite

author and express opinions about them).

W.1.7 Participate in shared inquiry 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.2.7 Participate in shared and independent inquiry and

writing projects (e.g., read a number of books on a

single topic to produce a report; record science

observations).

W.K.8 With guidance and support from adults, recall

information from experiences or gather

information from provided sources to answer a

question.

W.1.8 With guidance and support from adults, recall

information from experiences or gather

information from provided sources to answer a

question.

W.2.8 Recall information from experiences or gather

information from provided sources to answer a

question.

W.K.9 With guidance and support from adults, recall

facts from literary and informational text to

research characters, setting, key detail, specified

information, and ideas presented in a text.

W.1.9 With guidance and support from adults, recall and

use facts from literary and informational text to

support reflection and inquiry on characters,

setting, key details, specified information, and

ideas presented in a text.

W.2.9 With guidance and support from adults and peers,

recall and use facts from literary and

informational text to support reflection and

inquiry on characters, setting, key details,

specified information, and ideas presented in a

text.

Wisconsin Standards for English Language Arts 35

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grade 3 Text Types and Purposes - Grade 4 Text Types and Purposes - Grade 5

W.3.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.4.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.5.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.3.2 Write text in a variety of modes:

a. Opinion pieces in which the student supports a

point of view about a topic or text they are writing

about, state an opinion, list reasons that support

the opinion.

b. Informative/explanatory texts in which they

introduce a topic, use facts, definitions and details

to develop points.

c. Convey events, real or imagined, through

narrative/short stories to develop experiences or

events using descriptive details and clear event

sequences to establish a situation and introduce a

narrator and/or characters. Use dialogue and

description of actions, thoughts and feelings to

develop experiences and events or show the

responses of characters to situations.

W.4.2 Write text in a variety of modes:

a. Opinion pieces in which the student introduces

the topic or text they are writing about, state an

opinion and create an organizational structure in

which related ideas are grouped to support the

writer's purpose. List reasons that support the

opinion.

b. Informative texts in which they clearly introduce a

topic, group related information in paragraphs

and sections; include formatting (e.g., headings),

illustrations, and multimedia when useful to aid

comprehension. Use facts, definitions and details

to develop points.

c. Convey events, real or imagined, through

narrative/short stories which orients a reader by

establishing a real or imagined situation and

introducing a narrator and characters; organize an

event sequence that unfolds naturally. Use

narrative techniques, such as dialogue,

description, and pacing, to develop experiences

and events or show the responses of characters to

situations.

W.5.2 Write text in a variety of modes:

a. Opinion pieces that support a point of view about

a topic or text clearly, state an opinion, and create

an organizational structure in which ideas are

logically ordered to support facts, details, and the

writer's purpose.

b. Informative text that introduces a topic clearly,

use topic- and genre-specific language to provide

a general observation, focus, and group related

information logically. Include formatting (e.g.,

headings), illustrations, and multimedia when

useful to aiding comprehension and to link ideas

within and across categories of information.

c. Convey events, real or imagined, through

narrative/short stories which orients a reader by

establishing a real or imagined situation and

introducing a narrator and characters; organize an

event sequence that unfolds naturally. Use

narrative techniques, such as dialogue,

description, and pacing, to develop experiences

and events or show the responses of characters to

situations.

Wisconsin Standards for English Language Arts 36

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grade 3 Text Types and Purposes - Grade 4 Text Types and Purposes - Grade 5

W.3.3 Create writing that utilizes:

a. Organization: include an introduction that

establishes a purpose and provides a concluding

statement appropriate to the mode of writing.

b. Transitions: use of prompts, words and phrases to

signal event order and to link and build

connections between ideas, text, and events.

c. Word Choice (including domain specific): use

words familiar to the student for emphasis,

addition, contrast, or order to connect categories

or information, and to convey meaning.

W.4.3 Create writing that utilizes:

a. Organization: include an introduction that

establishes a purpose and provides a concluding

statement related to the body of the composition.

Structure of text reflects the purpose.

b. Transitions: use of phrases to signal event order

and to link and build connections between ideas,

text, and events.

c. Word Choice (including domain specific):

experiments with words to provide emphasis,

addition, contrast, or order to connect themes and

ideas.

W.5.3 Create writing that utilizes:

a. Organization: include an introduction that

establishes a purpose and engages the reader.

Text builds to a concluding statement appropriate

to the mode of writing and related to the body of

the composition.

b. Transitions: use a variety of transitional words

and phrases that logically connect and develop

ideas.

c. Word Choice (including domain specific):

creatively selects unique words for emphasis,

addition, contrast, or order.

Wisconsin Standards for English Language Arts 37

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Production and Distribution of Writing - Grade 3

Production and Distribution of Writing - Grade 4

Production and Distribution of Writing - Grade 5

W.3.4 With support from adults and peers, produce

writing in which the development and organization

are culturally-sustaining and rhetorically authentic

to task and purpose. (Grade-specific expectations

for writing types are defined in standards 1–3

above.)

W.4.4 Produce clear and coherent writing in which the

development and organization are culturally-

sustaining and rhetorically authentic to task,

purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 1–3 above.)

W.5.4 Produce clear and coherent writing in which the

development and organization are culturally-

sustaining and rhetorically authentic to task,

purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 1–3 above.)

W.3.5 With guidance and support from adults and peers,

respond to questions and suggestions from peers

and add details to strengthen writing as needed by

planning, revising, and editing.

W.4.5 Produce clear and coherent writing in which the

development and organization are appropriate to

task, purpose and audience. Respond to questions

and suggestions from peers, and add details to

strengthen writing as needed by planning,

revising, and editing.

W.5.5 Produce clear and coherent writing in which the

development and organization are intentionally

selected by teacher/student for task, purpose and

audience, respond to questions and suggestions

from peers, and add details to strengthen writing

as needed by planning, revising, and editing.

W.3.6 With guidance and support from adults and peers,

use digital tools to produce and publish writing,

including in collaboration with peers. Learn to

produce writing through printing, cursive, and/or

typing.

W.4.6 With some guidance and support from adults, use

a variety of digital tools to produce and publish

writing, including in collaboration with peers.

Learn to produce writing through printing,

cursive, and/or typing (with sufficient command of

keyboarding skills to type a minimum of one page

in a single sitting).

W.5.6 With some guidance and support from adults,

they intentionally select a variety of digital tools

to produce and publish writing, including in

collaboration with peers. Proficiently produce

writing through printing, cursive, and/or typing

(with sufficient command of keyboarding skills to

type a minimum of two pages in a single sitting).

Wisconsin Standards for English Language Arts 38

Strand: Writing Standards K-5

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Inquiry to Build and Present Knowledge - Grade 3 Inquiry to Build and Present Knowledge - Grade 4 Inquiry to Build and Present Knowledge - Grade 5

W.3.7 Conduct short inquiry projects that build

knowledge about a topic.

W.4.7 Conduct short inquiry projects that build

knowledge through investigation of different

aspects of a topic.

W.5.7 Conduct short student-driven inquiry projects that

use several sources to build knowledge through

investigation of different aspects of 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.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.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.3.9 Recall facts from literary or informational texts to

support reflection, and inquiry.

W.4.9 Recall and use facts from literary or informational

texts to support analysis, reflection, and inquiry.

W.5.9 Draw evidence from literary or informational texts

to support analysis, reflection, and inquiry.

Wisconsin Standards for English Language Arts 39

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grade 6 Text Types and Purposes - Grade 7 Text Types and Purposes - Grade 8

W.6.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.7.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.8.1 Compose reflective, formal, and creative writing,

which may happen simultaneously or

independently, for a variety of high-stakes and

low-stakes purposes.

W.6.2 Write text in a variety of modes:

a. Write arguments to support claims with clear

reasons, relevant evidence, and literary theory.

b. Write informative texts to examine a topic and

convey ideas, concepts, and information through

the selection, organization, and analysis of

relevant content.

c. Write narratives to develop real or imagined

experiences or events using effective narrative

techniques, relevant descriptive details, and well-

structured event sequences.

W.7.2 Write text in a variety of modes:

a. Write arguments to support claims with clear

reasons, relevant evidence and literary theory.

Introduce claim(s), acknowledge alternate or

opposing claims, and organize the reasons and

evidence logically. Use accurate, credible sources.

b. Write informative text that examines a topic and

conveys ideas, concepts, and information through

the selection and organization of relevant content

by introducing and developing a topic with

relevant, well-chosen facts, definitions, concrete

details, quotations, or other information and

examples, organizing ideas, concepts, and

information into broader categories; include

formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding

comprehension.

c. Write narratives that develop real or imagined

experiences or events using relevant descriptive

details and well-structured event sequences that

organize an event sequence logically. Engage and

orient the reader by establishing a context and

point of view and introduces a narrator or

characters; using techniques, such as dialogue,

pacing, description, and reflection, to develop

experiences, events, and characters.

W.8.2 Write text in a variety of modes:

a. Write arguments to introduce and support

claim(s) using logical reasoning, relevant evidence

and literary theory. Use accurate, credible sources

and demonstrate an understanding of the topic or

text, acknowledge and distinguish the claim(s)

from alternate or opposing claims, and organize

the reasons and evidence logically.

b. Write informative/explanatory text, examine a

topic and convey ideas, concepts, and information

through the selection, organization, and analysis of

relevant content by introducing and developing a

topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information

and examples, organizing ideas, concepts, and

information into broader categories; include

formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding

comprehension.

c. Write narratives that develop real or imagined

experiences or events using relevant descriptive

details, and well-structured event sequences that

organize an event sequence logically. Engage and

orient the reader by establishing a context and

point of view and introduces a narrator or

characters; using techniques, such as dialogue,

pacing, description, and reflection, to develop

experiences, events, and characters.

Wisconsin Standards for English Language Arts 40

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grade 6 Text Types and Purposes- Grade 7 Text Types and Purposes -Grade 8

W.6.3 Create writing that utilizes:

a. Organization: introduce a topic; organize ideas,

concepts, and information. Provide a concluding

statement appropriate to the mode of writing.

b. Transitions: use appropriate transitions to clarify

the relationships among ideas and concepts.

c. Word Choice (including domain specific): use

precise language and domain-specific vocabulary

to inform about or explain the topic. Use sensory

language to describe experiences and events.

W.7.3 Create writing that utilizes:

a. Organization: provide an introduction that creates

suspense and anticipation for the reader.

Structure of the text supports and clarifies the

purpose and topic. Provide a concluding

statement appropriate to the mode of writing.

b. Transitions: use a variety of appropriate

transitions that connect and develop ideas.

c. Word Choice (including domain specific): use

words, phrases, and clauses to create cohesion

and clarify the relationships. Use sensory language

to describe experiences and events.

W.8.3 Create writing that utilizes:

a. Organization: provide an introduction that creates

suspense and anticipation for the reader.

Structure of the text supports and clarifies the

purpose and topic throughout the entire text.

Conclusion statement provides closure and ties up

all loose ends.

b. Transitions: varied transitions to create cohesion

and clarity among ideas and concepts.

c. Word Choice (including domain specific): use

genre-specific vocabulary. Use vocabulary that

enhances the meaning and engages the reader.

Wisconsin Standards for English Language Arts 41

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Production and Distribution of Writing - Grade 6

Production and Distribution of Writing - Grade 7

Production and Distribution of Writing - Grade 8

W.6.4 Independently and collaboratively produce clear

and coherent writing in which the development,

organization, and style are culturally-sustaining

and rhetorically authentic to task, purpose, and

audience. (Grade-specific expectations for writing

types are defined in standards 1–3 above.)

W.7.4 Independently and collaboratively produce clear

and coherent writing in which the development,

organization, and style are culturally-sustaining

and rhetorically authentic to task, purpose, and

audience. (Grade-specific expectations for writing

types are defined in standards 1–3 above.)

W.8.4 Independently and collaboratively produce clear

and coherent writing in which the development,

organization, and style are culturally-sustaining

and rhetorically authentic 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.

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.

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.

W.6.6 Use technology, (including paper and pencil,

internet, audio, visual, multilingual, multimodal,

mobile, and/or other interactive formats), to

produce and publish writing and present the

relationships between information and ideas

efficiently, as well as, to interact and collaborate

with others. Proficiently produce writing through

printing, cursive, and/or typing (with sufficient

command of keyboarding skills to type a minimum

of three pages in a single sitting), selecting the

method(s) best suited for audience and purpose.

W.7.6 Use technology, (including paper and pencil,

internet, audio, visual, multilingual, multimodal,

mobile, and/or other interactive formats), to

produce and publish writing and present the

relationships between information and ideas

efficiently, as well as to interact and collaborate

with others, including linking to and citing

sources.

W.8.6 Use technology, (including paper and pencil,

internet, audio, visual, multilingual, multimodal,

mobile, and/or other interactive formats), to

produce and publish writing and present the

relationships between information and ideas

efficiently as well as to interact and collaborate

with others.

Wisconsin Standards for English Language Arts 42

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Inquiry to Build and Present Knowledge - Grade 6 Inquiry to Build and Present Knowledge - Grade 7 Inquiry to Build and Present Knowledge - Grade 8

W.6.7 Conduct short inquiry projects to answer a

question, drawing on several sources and

refocusing the inquiry when appropriate.

W.7.7 Conduct short inquiry projects to answer a

question, drawing on several sources and

generating additional related, focused questions

for further research and investigation.

W.8.7 Conduct short inquiry projects to answer a

question (including self-generated questions),

drawing on several sources and generating

additional related, focused questions that allow

for multiple avenues of exploration.

W.6.8 Gather relevant information from multiple print

and digital sources; assess the credibility of each

source; quote or paraphrase the data and

conclusions of others while avoiding plagiarism

and providing basic bibliographic information for

sources.

W.7.8 Gather relevant information from multiple print

and digital sources, using search terms effectively;

assess the credibility and accuracy of each source;

quote or paraphrase the data and conclusions of

others while avoiding plagiarism and following a

standard format for citation.

W.8.8 Gather relevant information from multiple print

and digital sources, using search terms effectively;

assess the credibility and accuracy of each source;

quote or paraphrase the data and conclusions of

others while avoiding plagiarism and following a

standard format for citation.

W.6.9 Draw evidence from literary or informational

texts to support analysis, reflection, and inquiry.

(Apply grade 6 Reading standards)

W.7.9 Draw evidence from literary or informational

texts to support analysis, reflection, and inquiry.

(Apply grade 7 Reading standards)

W.8.9 Draw evidence from literary or informational

texts to support analysis, reflection, and inquiry.

(Apply grade 8 Reading standards)

Wisconsin Standards for English Language Arts 43

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grades 9-10 Text Types and Purposes - Grades 11-12

W.9-10.1 Compose reflective, formal, and creative writing, which may happen

simultaneously or independently, for a variety of high-stakes and low-stakes

purposes.

W.11-12.1 Compose reflective, formal, and creative writing, which may happen

simultaneously or independently, for a variety of high-stakes and low-stakes

purposes.

W.9-10.2 Write text in a variety of modes:

a. Write arguments and literary analysis to support claims in an analysis

of substantive topics or texts, using valid reasoning, literary theory,

and relevant and sufficient evidence which 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. 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.

b. Write informative texts that examine and convey complex ideas,

concepts, and information clearly and accurately through the effective

selection, organization, and analysis of content by introducing a topic;

organizing complex ideas, concepts, and information to make

important connections and distinctions; including formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when useful

to aiding comprehension; developing the topic with well-chosen,

relevant, and sufficient facts, extended definitions, concrete details,

quotations, and other information and examples appropriate to the

audience's knowledge of the topic.

c. Write narratives that develop real or imagined experiences or events using

relevant descriptive details, and well-structured event sequences that

organize an event sequence logically. Engages and orients the reader by

establishing a context and point of view and introducing a narrator or

characters; using techniques, such as dialogue, pacing, description, and

reflection, to develop experiences, events, and/or characters.

W.11-12.2 Write text in a variety of modes:

a. Write arguments and literary analysis to support claims in an analysis

of substantive topics or texts. Establish the significance of the claim(s)

using valid reasoning. literary theory and relevant and sufficient

evidence which 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. 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.

b. Write informative texts that examine and convey complex ideas,

concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content by

introducing a topic; organizing complex ideas, concepts, and

information to make important connections and distinctions;

including formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia when useful to aiding comprehension; thoroughly

developing the topic by selecting the most significant and relevant

well-chosen facts, extended definitions, concrete details, quotations,

and other information and examples appropriate to the audience's

knowledge of the topic.

c. Write narratives that develop real or imagined experiences or events

using relevant descriptive details, and well-structured event

sequences that organize an event sequence logically. Engages and

orients the reader by establishing a context and point of view and

introducing a narrator or characters; using techniques, such as

dialogue, pacing, description, and reflection, to develop experiences,

events, and/or characters.

Wisconsin Standards for English Language Arts 44

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Text Types and Purposes - Grades 9-10 Text Types and Purposes - Grades 11-12

W.9-10.3 Create writing that utilizes:

a. Organization: introduce a topic; organize complex ideas, concepts,

analysis, information and claims to make important connections and

distinctions. Establish and maintain a structure and conventions

consistent with the mode of writing. Provide a concluding statement

or section that follows from and supports the topic, themes, and

experiences presented in the text.

b. Transitions: use appropriate and varied transitions to link the major

sections of the text, create cohesion, and clarify the relationships

among complex ideas and concepts.

c. Word Choice (including domain specific): use culturally-sustaining

language and domain-specific vocabulary to manage the complexity

of the topic. Use telling details, and sensory language to convey a vivid

picture of thoughts, ideas and experiences.

W.11-12.3 Create writing that utilizes:

a. Organization: introduce a topic; organize complex ideas, concepts,

analysis, information and claims, so that each new element builds on

that which precedes it to create a unified whole. Establish and

maintain a structure and conventions consistent with the mode of

writing. Provide a concluding statement or section that follows from

and supports the topic, themes, and experiences presented in the text.

b. Transitions: 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.

c. Word Choice (including domain specific): use culturally-sustaining

language and domain-specific vocabulary to manage the complexity

of the topic. Use techniques such as metaphor, simile, and analogy to

manage the complexity of the topic.

Wisconsin Standards for English Language Arts 45

Strand: Writing Standards 6-12

Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended

time frames (time for inquiry, reflection, and revision) and shorter time frames.

Production and Distribution of Writing - Grades 9-10 Production and Distribution of Writing - Grades 11-12

W.9-10.4 Produce clear and coherent writing in which the development, organization,

and style are culturally-sustaining and rhetorically authentic to task, purpose,

and audience. (Grade-specific expectations for writing types are defined in

standards 1-3 above.)

W.11-12.4 Produce clear and coherent writing in which the development, organization,

and style are culturally-sustaining and rhetorically authentic 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 (collaboratively and individually) 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.

W.11-12.5 Develop and strengthen writing (collaboratively and individually) 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.

W.9-10.6 Make informed and intentional decisions about technology use (including

paper and pencil, internet, audio, visual, multilingual, multimodal, mobile,

and/or other interactive formats) to engage in authentic rhetorical tasks for

specific purposes and audiences. Such decisions include assessing particular

technologies’ affordances for:

a. connecting writers and readers,

b. producing accessible experiences for specific audiences, and

c. dynamically and flexibly matching modes with ideas to communicate

with readers.

W.11-12.6 Make informed and intentional decisions about technology use (including

paper and pencil, internet, audio, visual, multilingual, multimodal, mobile,

and/or other interactive formats) to engage in authentic rhetorical tasks for

specific purposes and audiences. Such decisions include assessing particular

technologies’ affordances for:

a. connecting writers and readers,

b. producing accessible experiences for specific audiences, and

c. dynamically and flexibly matching modes with ideas to communicate

with readers.

Inquiry to Build and Present Knowledge - Grades 9-10 Inquiry to Build and Present Knowledge - Grades 11-12

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 that is

rhetorically authentic and culturally-sustaining; narrow or broaden the inquiry

when appropriate; synthesize multiple sources on the subject, demonstrating

an understanding of the subject under investigation.

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 that is

rhetorically authentic and culturally-sustaining; narrow or broaden the inquiry

when appropriate; synthesize multiple sources on the subject, demonstrating

an understanding of the subject under investigation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital,

academic and popular sources, using advanced searches effectively; assess the

usefulness of each source in answering the research question; integrate

information into the text to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.

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.9.10.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research. (Apply grades 9-10 Reading standards)

W.11-12.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research. (Apply grades 11-12 Reading standards)

Wisconsin Standards for English Language Arts 46

Speaking and Listening Standards - Introduction

These standards are directed toward developing students’ abilities to productively participate in communicative exchanges. Productive participation

means that students are able to communicate in large group, small group, and one-on-one exchanges with varied audiences, for varied purposes, and

in varied situations; can respond to and develop what others have said; can contribute accurate, relevant information; and can analyze and synthesize

a multitude of ideas in various domains. Students must have ample opportunities to take part in a variety of conversations and communicative

exchanges in order to practice and apply these standards. Some standards repeat from grade-level to grade-level in recognition of the fact that

students’ understandings develop and deepen over time. The ultimate goal of these standards is that students are able to understand and make

flexible choices in their use of language in order to meet their communicative goals with varied audiences, for varied purposes, and in varied

situations.

Please reference the “Overall Structure of the Document” for definitions and explanations of standardized English and communicative competence.

Wisconsin Standards for English Language Arts 47

Anchor Standards for Speaking & Listening

Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals. Be able to justify

intentional language choices and how those choices differ for culture and context.

Comprehension and Collaboration Students Will:

Anchor Standard SL1: 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.

Anchor Standard SL2: Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

Anchor Standard SL3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

Anchor Standard SL4: 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.

Anchor Standard SL5: Make strategic use of digital media and visual displays of data to express information and

enhance understanding of presentations.

Wisconsin Standards for English Language Arts 48

Strand: Speaking & Listening K-5

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Comprehension and Collaboration - Kindergarten Comprehension and Collaboration - Grade 1 Comprehension and Collaboration - Grade 2

SL.K.1 With guidance and support, participate in

collaborative conversations with diverse

partners about topics and texts with peers and

adults in small and larger groups.

a. Follow agreed-upon norms and participate by

actively listening, taking turns, and staying on

topic.

b. Participate in a conversation through multiple

exchanges.

c. Ask questions about the topic/text.

d. Consider individual differences when

communicating with others.

SL.1.1 Participate in collaborative conversations with

diverse partners about topics and texts with peers

and adults in small and larger groups.

a. With guidance and support, follow agreed-upon

norms for discussions and participate by actively

listening, taking turns, and staying on topic.

b. Build on others' talk in conversations by responding

to the comments of others through multiple

exchanges.

c. Ask questions to clear up any confusion about the

topics and texts under discussion.

d. Consider individual differences when

communicating with others.

SL.2.1 Participate in collaborative conversations with

diverse partners about topics and texts with

peers and adults in small and larger groups.

a. Follow agreed-upon norms for discussions and

participate by actively listening, taking turns,

gaining the floor in respectful ways and staying on

topic.

b. Build on others' talk in conversations by linking

their comments to the remarks of others.

c. Ask for clarification and further explanation as

needed about the topics and texts under

discussion.

d. Consider individual differences when

communicating with others.

SL.K.2 With guidance and support, ask and answer

questions about key details in a text read aloud or

information presented orally or through other

media.

SL.1.2 Ask and answer questions about key details in a text

read aloud or information presented orally or through

other media.

SL.2.2 Recount or describe key ideas or details from a

text read aloud or information presented orally

or through other media.

SL.K.3 Ask and answer questions in order to seek help,

get information, or clarify something that is not

understood.

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.

SL.2.3 Ask and answer questions about what a speaker

says in order to gather additional information, or

clarify something that is not understood, or

expand on the topic.

Presentation of Knowledge and Ideas - Kindergarten Presentation of Knowledge and Ideas - Grade 1 Presentation of Knowledge and Ideas - Grade 2

SL.K.4 With guidance and support, describe familiar

people, places, things, and events.

SL.1.4 Describe people, places, things, and events with

relevant details, expressing ideas clearly.

SL.2.4 Tell a story or recount an experience with

descriptive details, expressing ideas clearly.

SL.K.5 With guidance and support, create an original or

utilize existing visual displays to support

descriptions.

SL.1.5 Create an original or utilize existing visual displays to

support descriptions to clarify ideas, thoughts, and

feelings.

SL.2.5 Include digital media and visual displays in

presentations to clarify or support ideas,

thoughts, and feelings.

Wisconsin Standards for English Language Arts 49

Strand: Speaking & Listening K-5

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Comprehension and Collaboration - Grade 3 Comprehension and Collaboration - Grade 4 Comprehension and Collaboration - Grade 5

SL.3.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on topics and texts,

building on others' ideas and expressing one’s

thinking clearly.

a. Come to discussions prepared, explicitly draw

on topics and texts along with personal

knowledge and experiences to explore ideas

under discussion.

b. Follow agreed-upon norms for discussions

(e.g., gaining attention in respectful ways,

actively listening, speaking one at a time

about the topics and texts under

discussion).

c. Ask questions to check understanding of

information presented, stay on topic, and

link their comments to the remarks of

others.

d. Explain their own ideas and understanding in

light of the discussion.

SL.4.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher led)

with diverse partners on topics and texts, building on

others' ideas and expressing one’s thinking clearly.

a. Come to discussions prepared, explicitly draw on

topics and texts along with personal knowledge and

experiences to explore ideas under discussion.

b. Follow agreed-upon norms for discussions (e.g.,

gaining attention in respectful ways, actively

listening, speaking one at a time about the topics

and texts under discussion).

c. Pose and respond to specific questions to clarify or

follow up on information, and make comments that

contribute to the discussion and link to the remarks

of others.

d. Review the key ideas expressed and explain their

own ideas and understanding in light of the

discussion.

SL.5.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on topics and texts,

building on others' ideas and expressing one’s

thinking clearly.

a. Come to discussions prepared, explicitly draw

on topics and texts along with personal

knowledge and experiences to explore ideas

under discussion.

b. Follow agreed-upon norms for discussions

(e.g., gaining attention in respectful ways,

actively listening, speaking one at a time about

the topics and texts under discussion).

c. Pose and respond to specific questions by

making comments that contribute to the

discussion and elaborate on the remarks of

others.

d. Review the key ideas expressed and draw

conclusions in light of information and

knowledge gained from the discussion.

SL.3.2 Determine main ideas and supporting details of a

text read aloud or information presented in

diverse media and formats.

SL.4.2 Paraphrase portions of a text read aloud or

information presented in diverse media and formats.

SL.5.2 Summarize a written text read aloud or

information presented in diverse media and

formats.

SL.3.3 Ask and answer questions about information

from a speaker, offering elaboration and detail.

SL.4.3 Identify the reasons and evidence a speaker provides

to support particular points.

SL.5.3 Summarize the points a speaker makes and

explain how each claim is supported by reasons

and evidence.

Wisconsin Standards for English Language Arts 50

Strand: Speaking & Listening K-5

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Presentation of Knowledge and Ideas - Grade 3 Presentation of Knowledge and Ideas - Grade 4 Presentation of Knowledge and Ideas - Grade 5

SL.3.4 Report on a topic or text, tell a story, read a

poem, or recount an experience with facts and

relevant, descriptive details, speaking clearly at

an understandable pace.

SL.4.4 Report on a topic or text, tell a story, read a poem, or

recount an experience in an organized manner, using

facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable

pace. Communicate clearly and in an engaging

manner, considering the audience, purpose, and

situation.

SL.5.4 Report on a topic or text or present an opinion,

sequencing ideas logically and using facts and

relevant, descriptive details to support main

ideas or themes; speak clearly at an

understandable pace. Communicate clearly and

in an engaging manner, considering the audience,

purpose, and situation.

SL.3.5 Include digital media and visual displays in

presentations to enhance certain facts and

details.

SL.4.5 Integrate audio and visual content in presentations to

enhance the development of main ideas or themes.

SL.5.5 Integrate multimedia components (e.g., graphics,

sound) and visual displays in presentations to

enhance the development of main ideas or

themes.

Wisconsin Standards for English Language Arts 51

Strand: Speaking & Listening 6-12

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Comprehension and Collaboration - Grade 6 Comprehension and Collaboration - Grade 7 Comprehension and Collaboration - Grade 8

SL.6.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on topics, texts, and

issues, building on others' ideas and expressing

one’s thinking clearly.

a. Come to discussions prepared and explicitly

draw on that preparation by referring to

evidence on the topic, text, or issue. Support

analysis by making connections, paraphrasing,

clarifying, or explaining the evidence.

b. With guidance and support, set specific

norms and goals for collegial discussions

(e.g., gaining attention in respectful ways,

actively listening, speaking one at a time

about the topics and texts under discussion).

c. Pose and respond to specific questions

with elaboration and detail by making

comments that contribute to the topic,

text, or issue under discussion.

d. Review the key ideas expressed and

demonstrate an understanding of

multiple perspectives through

reflection and paraphrasing.

SL.7.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher led)

with diverse partners on topics, texts, and issues,

building on others' ideas and expressing one’s

thinking clearly.

a. Come to discussions prepared and explicitly draw

on that preparation by referring to evidence on

the topic, text, or issue. Support analysis by

making connections, paraphrasing, clarifying, or

explaining the evidence.

b. With guidance and support, set and track specific

norms and goals for collegial discussions (e.g.,

gaining attention in respectful ways, actively

listening, speaking one at a time about the topics

and texts under discussion).

c. Pose questions that invite elaboration and

respond to others' questions and comments with

relevant observations and ideas that bring the

discussion back on topic as needed. Promote

multiple perspectives.

d. Review the key ideas expressed and demonstrate

an understanding of multiple perspectives

through analysis, including reflection,

clarification, and paraphrasing.

SL.8.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on topics, texts, and

issues, building on others' ideas and expressing

one’s thinking clearly.

a. Come to discussions prepared, and explicitly

draw on that preparation by referring to

evidence on the topic, text, or issue. Support

analysis by making connections,

paraphrasing, clarifying, or explaining the

evidence.

b. Set and track specific norms and goals for

collegial discussions (e.g., gaining attention in

respectful ways, actively listening, speaking

one at a time about the topics and texts

under discussion), and monitor progress

toward goals.

c. Pose questions that connect the ideas of

several speakers, and respond to others'

questions and comments with relevant

evidence, observations, and ideas. Promote

multiple perspectives.

d. Evaluate new information expressed by

others and, when warranted, qualify or

justify one’s own views in light of the

evidence presented.

SL.6.2 Interpret information presented in diverse media

and formats and explain how it contributes to a

topic, text, or issue under study.

SL.7.2 Analyze the main ideas and supporting details

presented in diverse media and formats and explain

how the ideas clarify a topic, text, or issue under

study.

SL.8.2 Analyze the purpose of information presented in

diverse media and formats and evaluate the

motives (e.g., social, commercial, political) behind

its presentation.

SL.6.3 Understand and evaluate a speaker’s argument

and specific claims, distinguishing claims that are

supported by reasons and evidence from claims

that are not.

SL.7.3 Understand and evaluate a speaker’s argument and

specific claims, evaluating the soundness of the

reasoning and the relevance and sufficiency of the

evidence.

SL.8.3 Understand and evaluate 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.

Wisconsin Standards for English Language Arts 52

Strand: Speaking & Listening 6-12

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Presentation of Knowledge and Ideas - Grade 6 Presentation of Knowledge and Ideas - Grade 7 Presentation of Knowledge and Ideas - Grade 8

SL.6.4 Present claims and findings in a logical order

using relevant evidence and details to highlight

main ideas or themes. Communicate clearly and

in an engaging manner, considering the audience,

purpose, and situation. Explain purpose of

language choices.

SL.7.4 Present claims and findings, emphasizing significant

points in a focused, coherent manner using relevant

evidence. Communicate clearly and in an engaging

manner, considering the audience, purpose, and

situation. Explain purpose of language choices.

SL.8.4 Present claims and findings, emphasizing

significant points in a focused, coherent manner

with relevant evidence, sound valid reasoning,

and well-chosen details. Communicate clearly

and in an engaging manner, considering the

audience, purpose, and situation. Explain purpose

of language choices.

SL.6.5 Include multimedia components and visual

displays in presentations to clarify and enhance

information.

SL.7.5 Include multimedia components and visual displays in

presentations to clarify claims and findings and

emphasize significant points.

SL.8.5 Integrate multimedia and visual displays into

presentations to clarify information, strengthen

claims and evidence, and add interest.

Wisconsin Standards for English Language Arts 53

Strand: Speaking & Listening 6-12

Overarching Statement: Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative

goals. Be able to justify intentional language choices and how those choices differ for culture and context.

Comprehension and Collaboration - Grades 9-10 Comprehension and Collaboration - Grades 11-12

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on topics, texts, and

issues, listening actively, and building on others' ideas and expressing their own

clearly.

a. Come to discussions prepared, explicitly draw on that preparation by referring

to evidence from texts and other research on the topic, text or issue. Support

analysis by making connections, paraphrasing, clarifying, or explaining the

evidence.

b. Work with peers to set norms for collegial discussions, decision-making (e.g.,

informal consensus, taking votes on key issues, presentation of alternate

views) and clear goals as needed. Reflect on progress as an individual and as a

group.

c. Propel conversations by posing and engaging with 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. Promote multiple and divergent perspectives.

d. Engage thoughtfully with 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.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 topics, texts, and

issues, listening actively, and building on others' ideas and expressing their own

clearly.

a. Come to discussions prepared, explicitly draw on that preparation by referring to

evidence from texts and other research on the topic, text or issue. Support

analysis by making connections, paraphrasing, clarifying, or explaining the

evidence.

b. Work with peers to promote civil, democratic discussions and decision-making

and set clear goals. Reflect on progress as an individual and as a group.

c. Propel conversations by posing and engaging with 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. Promote and seek to

understand multiple, divergent, and creative perspectives.

d. Engage thoughtfully with 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.9-10.2 Analyze and synthesize multiple sources of information presented in diverse

media or formats to determine credibility and accuracy of each source.

SL.11-12.2 Analyze and synthesize multiple sources of information presented in diverse

media or formats in order to make informed decisions and solve problems,

evaluating the credibility and accuracy of each source noting discrepancies

among data.

SL.9-10.3 Understand and evaluate a speaker’s point of view, reasoning, and use of

evidence and rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence.

SL.11-12.3 Understand and 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 - Grades 9-10 Presentation of Knowledge and Ideas - Grades 11-12

SL.9-10.4 Present information, findings, and supporting evidence such that listeners can

follow the reasoning and organization. Intentionally utilize development,

substance, and style appropriate to purpose, audience, and situation.

SL.11-12.4 Present information, findings, and supporting evidence, conveying perspective,

such that listeners can follow the reasoning, alternative or opposing

perspectives addressed, and the organization. Intentionally utilize

development, substance, and style appropriate to purpose, audience, and

situation.

SL.9-10.5 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.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.

Wisconsin Standards for English Language Arts 54

Language Standards - Introduction

The language standards are directed toward developing students’ understanding and working knowledge of how language functions and how it

functions differently depending upon culture and context. This includes conventions of standardized English grammar, usage, and mechanics, as well

as expanding vocabulary and appreciating that words have literal and nonliteral meanings, shadings of meaning, and relationships to other words.

These standards are not meant to be practiced or applied in isolation, but to be applied when composing, creating, and speaking, meaning they must

be applied to the writing and speaking standards so that students meet their communicative goals. These standards are also meant to be applied to

the reading and listening standards so that students are able to more fully comprehend and analyze the meaning of varied texts. Some standards

repeat from grade-level to grade-level in recognition of the fact that students’ understandings develop and deepen over time. The ultimate goal of

these standards is that students are able to understand and make flexible choices in their use of language and conventions in order to meet their

communicative goals with varied audiences, for varied purposes, and in varied situations.

Please reference the “Overall Structure of the Document” for definitions and explanations of standardized English, code-meshing, and communicative

competence.

Wisconsin Standards for English Language Arts 55

Anchor Standards for Language

Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet communicative goals

when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional language and

convention choices and explain how those choices differ for culture and context.

Knowledge of Language Students Will:

Anchor Standard L1: 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

Anchor Standard L2: Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-

level reading and content; use context clues, analyze meaningful word parts, consult general and

specialized reference materials, and apply word solving strategies (for meaning) as appropriate.

Anchor Standard L3: Demonstrate an understanding of figurative language, word relationships, and nuances in word

meanings.

Anchor Standard L4: Demonstrate an ability to collaboratively and independently build vocabulary knowledge when

encountering unknown words including cultural, general academic, and discipline-specific terms

and phrases; use vocabulary appropriate to the context and situation.

Conventions of Standardized English

Anchor Standard L5: Discern when and where it is appropriate to use standardized English, and demonstrate

contextually appropriate use of the conventions of standardized English grammar and usage when

writing or speaking.

Anchor Standard L6: Discern when and where it is appropriate to use standardized English, and demonstrate contextually appropriate use of the

conventions of standardized English capitalization, punctuation, and spelling when writing.

Wisconsin Standards for English Language Arts 56

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Knowledge of Language - Kindergarten Knowledge of Language - Grade 1 Knowledge of Language - Grade 2

L.K.1 Demonstrate an understanding of how language

functions in different cultures and contexts; apply

this knowledge to comprehend more fully when

reading and listening, and make effective choices

when composing, creating, and speaking.

a. Recognize and appreciate the linguistic

diversity of peers, teachers, and other

members of the school community.

L.1.1 Demonstrate an understanding of how language

functions in different cultures and contexts; apply

this knowledge to comprehend more fully when

reading and listening, and make effective choices

when composing, creating, and speaking.

a. Recognize and appreciate the linguistic diversity of

peers, teachers, and other members of the school

community.

L.2.1 Demonstrate an understanding of how language

functions in different cultures and contexts; apply

this knowledge to comprehend more fully when

reading and listening, and make effective choices

when composing, creating, and speaking.

a. Recognize and appreciate linguistic diversity

(e.g., at home, in the community and in peer

and professional writing and speaking).

b. Recognize formal and informal uses of

English.

Wisconsin Standards for English Language Arts 57

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Vocabulary Acquisition and Use - Kindergarten Vocabulary Acquisition and Use - Grade 1 Vocabulary Acquisition and Use - Grade 2

L.K.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and

specialized reference materials, and apply word

solving strategies (for meaning) as appropriate.

a. Begin to recognize some words have multiple

meanings (e.g., duck, tie).

b. Use some word prefixes and suffixes as clues to

the meaning of unknown words (e.g., un-, -ed).

L.1.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and

specialized reference materials, and apply word

solving strategies (for meaning) as appropriate.

a. Use inflexional forms as clues to the meaning

of unknown words (e.g., looks, looked).

b. Identify common root words.

L.2.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and

specialized reference materials, and apply word

solving strategies (for meaning) as appropriate.

a. Determine the meaning of a new word when a

prefix or suffix is added.

b. Use a common root word as a clue to the

meaning of an unknown word.

c. Use individual words to predict meaning of

compound words (e.g., birdhouse).

d. Use resources to clarify meanings of words.

L.K.3 Demonstrate understanding of figurative language,

word relationships and nuances in word meanings.

With guidance and support from adults:

a. Ask and answer questions about unknown

words.

b. Sort common objects into categories.

c. Demonstrate understanding of frequently

occurring verbs and their opposites (antonyms).

d. Connect common words to real life (e.g.,

colorful).

e. Act out shades of meanings with verbs (e.g.,

strut, skip).

L.1.3 Demonstrate understanding of figurative language,

word relationships and nuances in word meanings.

With guidance and support from adults:

a. Identify words and phrases that suggest feelings

or appeal to the senses (e.g., in stories, poems, or

conversations).

b. Explain rationale for sorting words into

categories.

c. Act out or define shades of meanings with verbs

of differing manner (e.g., peek, scowl) and

adjectives (e.g., gigantic, large).

L.2.3 Demonstrate understanding of figurative language,

word relationships and nuances in word meanings.

a. Describe how words and phrases supply rhythm

and meaning in a text (e.g., alliteration, rhyme,

repeated lines).

b. Identify real-life connections between words

and their use (e.g., describe foods that are juicy).

c. Distinguish shades of meaning among similar

verbs (e.g., toss, throw) and adjectives (e.g.,

happy, pleased).

L.K.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; use vocabulary appropriate to the context

and situation.

L.1.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; use vocabulary appropriate to the context

and situation. Use frequently occurring conjunctions

(e.g., because) to signal simple relationships.

L.2.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; use vocabulary appropriate to the context

and situation. Use adjectives and adverbs to describe

(e.g., when other kids are happy, that makes me

happy.).

Wisconsin Standards for English Language Arts 58

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Conventions of Standardized English - Kindergarten Conventions of Standardized English - Grade 1 Conventions of Standardized English - Grade 2

L.K.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Frequently used nouns, verbs, and

prepositions.

b. Oral pluralizations of nouns.

c. Question words (who, what, etc.).

d. Oral production and expansion of complete

sentences.

L.1.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and usage

when writing or speaking. Discern when and where it is

appropriate to use standardized English.

Appropriately use and explain the intended purpose of

language choice with:

a. Common, proper, and possessive nouns.

b. Nouns/verbs agreement in simple sentences.

c. Frequently occurring pronouns, adjectives,

conjunctions, verb tenses, and prepositions.

d. Production and expansion of complete sentences

in response to prompts.

L.2.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Collective nouns, adjectives and adverbs,

frequently occurring regular plural nouns,

frequently occurring irregular past tense verbs.

b. Production, expansion, and rearrangement of

complete simple and compound sentences.

L.K.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English.

Appropriately use and explain the intended purpose

in conventions with:

a. Capitalization of the first word in a sentence.

b. Name frequently used punctuation.

c. Phonetically spell simple words drawing on

knowledge of letter-sound relationships. Related

to Reading Foundational standards (RF.K.3).

d. Writes letters for most consonant and short

vowel sounds (phonemes). Related to Reading

Foundational standards (RF.K.3).

L.1.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern when

and where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose in

conventions with:

a. Capitalization of dates and names of people.

b. End punctuation.

c. Commas in dates and simple sets.

d. Use conventional spelling for words with common

spelling patterns and draw on phonological awareness

and spelling conventions to spell other words

phonetically. Related to Reading Foundational

standards (RF.1.3).

L.2.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English.

Appropriately use and explain the intended purpose

in conventions with:

a. Capitalization of holidays, products, geographic

places.

b. Commas in greetings and closings.

c. Apostrophes in contractions and frequently

occurring possessives.

d. Use common spelling patterns, phonemic

awareness, and basic reference materials to solve

words. Related to Reading Foundational

standards (RF.2.3).

Wisconsin Standards for English Language Arts 59

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Knowledge of Language - Grade 3 Knowledge of Language - Grade 4 Knowledge of Language - Grade 5

L.3.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and

disciplines; apply this knowledge to comprehend

more fully when reading and listening, and make

effective choices when composing, creating, and

speaking.

a. Compare and contrast the ways in which

language is used in familiar contexts (e.g., at

home, in the community, in peer and professional

writing/speaking).

b. Recognize differences between the conventions

of written and spoken English.

c. Identify key words and phrases that help readers

understand a topic; choose words and phrases for

effect when writing and speaking.

L.4.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and disciplines;

apply this knowledge to comprehend more fully when

reading and listening, and make effective choices when

composing, creating, and speaking.

a. Compare and contrast the ways in which language is

used in familiar and unfamiliar contexts (e.g., at home,

outside of their own communities, by diverse authors

and speakers).

b. Determine the language demands of varied writing

and speaking situations; respond appropriately (e.g.,

formal writing and presentations; personal writing

and conversations).

c. Identify examples of precise and concise language

when reading; choose words and phrases to convey

ideas precisely when writing and speaking.

d. Choose punctuation for effect.

L.5.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and

disciplines; apply this knowledge to comprehend

more fully when reading and listening, and make

effective choices when composing, creating, and

speaking.

a. Recognize that standardized English is only one

dialect of many and has a specific history that is

implicated in power relationships.

b. Compare and contrast the ways in which

language is used in familiar and unfamiliar

contexts (e.g., at home, outside of their own

communities, by diverse authors and speakers).

c. Compare and contrast the varieties of English

(e.g., dialects, registers) used in stories, dramas, or

poems.

d. Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style.

Wisconsin Standards for English Language Arts 60

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Vocabulary Acquisition and Use - Grade 3 Vocabulary Acquisition and Use - Grade 4 Vocabulary Acquisition and Use - Grade 5

L.3.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and specialized

reference materials, and apply word solving strategies

(for meaning) as appropriate.

a. Use sentence-level context as a clue to the meaning

of a word or phrase.

b. Determine the meaning of new words when a suffix

or prefix is added.

Use resources to determine word meanings.

L.4.2 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases in grade-level reading and

content; use context clues, analyze meaningful word parts,

consult general and specialized reference materials, and

apply word solving strategies (for meaning) as appropriate.

a. Use context as a clue to the meaning of a word or phrase.

b. Consult print and digital reference materials for meaning

and pronunciation.

L.5.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and specialized

reference materials, and apply word solving strategies

(for meaning) as appropriate.

a. Use common, grade-appropriate Greek and Latin

affixes and roots as clues to the meaning of a word

(e.g., telegraph, photograph, autograph).

L.3.3 Demonstrate understanding of figurative language,

word relationships and nuances in word meanings.

a. Determine the meaning of words and phrases as they

are used in a text, distinguishing between literal and

non-literal language.

b. Distinguish shades of meaning among words

describing degrees of certainty (e.g., knew, believed,

suspected).

c. Make connections between words and how they are

used in real life (i.e., help students build or add on to

existing schema when encountering new words).

L.4.3 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Determine the meaning of words and phrases as they are

used in a text, including figurative language such as

similes and metaphors.

b. Explain common idioms and proverbs.

c. Understand words by relating them to synonyms and

antonyms.

d. Make connections between words and how they are used

in real life (i.e., help students build or add on to existing

schema when encountering new words).

L.5.3 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

a. Determine the meaning of words and phrases as they

are used in a text, including those that allude to

significant characters (e.g., Herculean).

b. Interpret similes and metaphors in context.

c. Clarify the precise meaning of words by comparing

and contrasting them with related words (i.e.,

compare and contrast words to synonyms,

antonyms, and homographs to better understand

each word).

d. Make connections between words and how they are

used in real life (i.e., help students build or add on to

existing schema when encountering new words).

L.3.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; use vocabulary appropriate to the context and

situation.

a. Identify and use phrases that signal spatial and

temporal relationships (e.g., after dinner that night,

we went looking for them.).

L.4.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural, general

academic, and discipline-specific terms and phrases; use

vocabulary appropriate to the context and situation.

a. Identify and use phrases 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).

L.5.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; use vocabulary appropriate to the context and

situation.

a. Identify and use phrases that signal contrast,

addition, and other logical relationships (e.g.,

however, although, nevertheless, similarly, moreover,

in addition).

Wisconsin Standards for English Language Arts 61

Strand: Language K-5

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Conventions of Standardized English - Grade 3 Conventions of Standardized English - Grade 4 Conventions of Standardized English - Grade 5

L.3.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Irregular and regular nouns and verbs.

b. Simple verb tenses.

c. Subject-verb agreement.

d. Simple and compound sentences.

e. Easily confused words (e.g., to, too, two).

L.4.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and usage

when writing or speaking. Discern when and where it is

appropriate to use standardized English.

Appropriately use and explain the intended purpose of

language choice with:

a. Relative pronouns and adverbs.

b. Prepositional phrases.

c. Order of adjectives.

d. Adjectives, adverbs, conjunctions.

e. Compound and complex sentences.

f. Easily confused words (e.g., to, too, two).

L.5.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Conjunctions.

b. Verb tenses.

c. Correlative conjunctions.

d. Use of “they” and “their” when referring to

singular people or ideas.

L.3.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English

Appropriately use and explain the intended purpose

in conventions with:

a. Titles.

b. Quotation marks for speech.

c. Possessives.

d. Use spelling patterns and generalizations (e.g.,

word families, position-based spellings, syllable

patterns, ending rules, meaningful word parts) in

writing words.

e. Use conventional spelling for high frequency

words.

f. Use conventional spelling for adding suffixes to

basic words.

g. Use learned syllable patterns and reference

materials to solve and write unknown words.

L.4.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern when

and where it is appropriate to use standardized English

Appropriately use and explain the intended purpose in

conventions with:

a. Capitalization.

b. Commas and quotation marks for quotations.

c. Commas in compound sentences.

d. Spell grade-level words correctly using reference

materials to solve words as needed.

L.5.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English

Appropriately use and explain the intended purpose

in conventions with:

a. Commas (introductory elements, and elements

that need to be set off like a question or direct

address).

b. Italics, underlining, quotes with titles.

c. Spell grade-level words correctly using reference

materials to solve words and edit written work as

needed.

Wisconsin Standards for English Language Arts 62

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Knowledge of Language - Grade 6 Knowledge of Language - Grade 7 Knowledge of Language - Grade 8

L.6.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and

disciplines; apply this knowledge to comprehend

more fully when reading and listening, and make

effective choices when composing, creating, and

speaking.

a. Recognize that standardized English is only one

dialect of many and has a specific history that is

implicated in power relationships.

b. Determine the language demands of a

writing/speaking situation; respond in

appropriate ways (e.g., precise and concise

language; extended and descriptive language;

incorporation of code-meshing, etc.).

c. Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style.

d. Maintain consistency in style and tone.

L.7.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and disciplines;

apply this knowledge to comprehend more fully when

reading and listening, and make effective choices when

composing, creating, and speaking.

a. Recognize that standardized English is only one

dialect of many and has a specific history that is

implicated in power relationships.

b. Determine the language demands of a

writing/speaking situation; respond in appropriate

ways (e.g., precise and concise language; extended and

descriptive language; incorporation of code-meshing,

etc.).

c. Maintain consistency in style and tone.

d. When appropriate, eliminate wordiness and

redundancy.

L.8.1 Demonstrate an understanding of how language

functions in different cultures, contexts, and

disciplines; apply this knowledge to comprehend

more fully when reading and listening, and make

effective choices when composing, creating, and

speaking.

a. Recognize that standardized English is only one

dialect of many and has a specific history that is

implicated in power relationships.

b. Determine the language demands of a

writing/speaking situation; respond in

appropriate ways (e.g., precise and concise

language; extended and descriptive language;

incorporation of code-meshing, etc.).

c. 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).

d. Begin to develop metacognitive awareness as

writers and speakers by explaining the reasons

for language choices.

Wisconsin Standards for English Language Arts 63

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Vocabulary Acquisition and Use - Grade 6 Vocabulary Acquisition and Use - Grade 7 Vocabulary Acquisition and Use - Grade 8

L.6.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and

specialized reference materials, and apply word

solving strategies (for meaning) as appropriate.

a. 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).

b. Use grade-appropriate Greek or Latin affixes and

roots as clues to the meaning of a word.

L.7.2 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and specialized

reference materials, and apply word solving strategies

(for meaning) as appropriate

a. 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).

b. Use grade-appropriate Greek or Latin affixes and

roots as clues to the meaning of a word.

L.8.2 Determine or clarify the meaning of unknown and

multiple-meaning words or phrases in grade-level

reading and content; use context clues, analyze

meaningful word parts, consult general and

specialized reference materials, and apply word

solving strategies (for meaning) as appropriate

a. 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).

b. Use grade-appropriate Greek or Latin affixes and

roots as clues to the meaning of a word.

L.6.3 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

a. Determine the denotative, connotative, and

figurative meanings of words and phrases used in

texts; when words have similar denotations, be

able to describe differences in connotation and

their impact on meaning and tone.

b. Interpret figures of speech (e.g., personification)

in context.

c. Use the relationship between particular words

(e.g., cause/effect) to better understand each of

the words.

d. Distinguish between words with similar

definitions (e.g., stingy, scrimping, economical,

unwasteful, thrifty).

L.7.3 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

a. Determine the denotative, connotative, and figurative

meanings of words and phrases used in texts; when

words have similar denotations, be able to describe

differences in connotation and their impact on

meaning and tone.

b. Analyze the impact of rhyme and other repetitions of

sound (e.g., alliteration; assonance) in varied texts

(e.g., poetry; drama; section of a story).

L.8.3 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

a. Determine the denotative, connotative, and

figurative meanings of words and phrases used in

texts; when words have similar denotations, be

able to describe differences in connotation and

their impact on meaning and tone.

b. Analyze the impact of specific word choice on

meaning and tone, including analogies or allusions

to other texts.

L.6.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; make intentional vocabulary choices

appropriate to the context and situation.

L.7.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural, general

academic, and discipline-specific terms and phrases;

make intentional vocabulary choices appropriate to the

context and situation.

L.8.4 Demonstrate an ability to collaboratively and

independently build vocabulary knowledge when

encountering unknown words including cultural,

general academic, and discipline-specific terms and

phrases; make intentional vocabulary choices

appropriate to the context and situation.

Wisconsin Standards for English Language Arts 64

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Conventions of Standardized English - Grade 6 Conventions of Standardized English - Grade 7 Conventions of Standardized English - Grade 8

L.6.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Use of objective, subjective, possessive, and

intensive pronouns

b. Strategies to improve expression in conventional

language

L.7.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and usage

when writing or speaking. Discern when and where it is

appropriate to use standardized English.

Appropriately use and explain the intended purpose of

language choice with:

a. Phrases and clauses

b. Simple, compound, and complex sentences signaling

differing relationships among ideas

c. Recognizing and correcting dangling modifiers

L.8.5 Demonstrate contextually appropriate use of the

conventions of standardized English grammar and

usage when writing or speaking. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose

of language choice with:

a. Active and passive voice verbs

b. Indicative, imperative, interrogative, conditional,

and subjunctive mood verbs

c. Recognizing and correcting shifts in verb voice

and mood

L.6.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English.

Appropriately use and explain the intended purpose

in conventions with:

a. Commas, parentheses, and dashes

b. Correct spelling

L.7.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern when

and where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose in

conventions with:

a. Commas to separate coordinate adjectives

b. Correct spelling

L.8.6 Demonstrate contextually appropriate use of the

conventions of standardized English capitalization,

punctuation, and spelling when writing. Discern

when and where it is appropriate to use

standardized English.

Appropriately use and explain the intended purpose

in conventions with:

a. Punctuation to recognize a pause or break

b. Ellipsis to indicate an omission

c. Correct spelling

Wisconsin Standards for English Language Arts 65

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Knowledge of Language - Grades 9-10 Knowledge of Language - Grades 11-12

L.9-10.1 Demonstrate an understanding of how language functions in different cultures,

contexts, and disciplines; apply this knowledge to comprehend more fully when

reading and listening, and make effective choices when composing, creating, and

speaking.

a. Recognize that standardized English is only one dialect of many and has a specific

history that is implicated in power relationships.

b. Develop communicative competence by effectively determining and

appropriately responding to the language demands of varied situations (i.e.,

effectively consider the relationship between your intent as an author and the

context, purpose, genre, and audience needs of writing and speaking situations).

c. Develop metacognitive awareness as writers and speakers, justifying and

evaluating the effectiveness of language choices.

d. Recognize standardized guidelines and style manuals exist for various disciplines

(e.g., Modern Language Association [MLA] in English; American Psychological

Association [APA] in Education, Science, and Psychology); write and edit work so

that it conforms to the expectations of the discipline and writing situation.

L.11-12.1 Demonstrate an understanding of how language functions in different cultures,

contexts, and disciplines; apply this knowledge to comprehend more fully when

reading and listening, and make effective choices when composing, creating, and

speaking.

a. Recognize that standardized English is only one dialect of many and has a

specific history that is implicated in power relationships.

b. Develop communicative competence by effectively determining and

appropriately responding to the language demands of varied situations (i.e.,

effectively consider the relationship between your intent as an author and the

context, purpose, genre, and audience needs when writing and speaking).

c. Develop metacognitive awareness as writers and speakers, justifying and

evaluating the effectiveness and appropriateness of language and genre choices.

d. Recognize standardized guidelines and style manuals exist for various

disciplines (e.g., MLA in English; APA in Education, Science, and Psychology);

write and edit work so that it conforms to the expectations of the discipline and

writing situation.

e. Apply an understanding of syntax to the study of complex texts when reading;

vary syntax for effect when writing.

Wisconsin Standards for English Language Arts 66

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Vocabulary Acquisition and Use - Grades 9-10 Vocabulary Acquisition and Use - Grades 11-12

L.9-10.2 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases in grade-level reading and content; use context clues, analyze meaningful

word parts, consult general and specialized reference materials, and apply word

solving strategies (for meaning) as appropriate.

a. Determine the pronunciation, precise meaning, part of speech, and etymology of

words; verify by consulting general and specialized print and digital reference

materials as appropriate.

b. Determine and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

L.11-12.2 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases in grade-level reading and content; use context clues, analyze

meaningful word parts, consult general and specialized reference materials, and

apply word solving strategies (for meaning) as appropriate.

a. Determine the pronunciation, precise meaning, part of speech, etymology and

standardized usage of words; verify by consulting general and specialized print

and digital reference materials as appropriate.

b. Determine and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,

advocacy).

L.9-10.3 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

a. Determine the denotative, connotative, and figurative meanings of words and

phrases used in texts; analyze nuances in the meaning of words with similar

denotations.

b. Analyze the cumulative impact of specific word choices on meaning, tone, and the

effectiveness of a response (e.g., how the language evokes a sense of time, place,

and culture; how it sets a formal or informal tone).

L.11-12.3 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

a. Determine the denotative, connotative, and figurative meanings of words and

phrases used in texts; analyze nuances in the meaning of words with similar

denotations.

b. Analyze the cumulative impact of specific word choices on the meaning, tone,

and effectiveness of a response; consider words with multiple meanings,

language that is particularly engaging or beautiful, and reading, writing, and

speaking situations that seamlessly integrate linguistic diversity, ideas, and

cultures.

L.9-10.4 Demonstrate an ability to collaboratively and independently build vocabulary

knowledge when encountering unknown words including cultural, general

academic, and discipline-specific terms and phrases; make intentional vocabulary

choices appropriate to the context and situation.

L.11-12.4 Demonstrate an ability to collaboratively and independently build vocabulary

knowledge when encountering unknown words including cultural, general

academic, and discipline-specific terms and phrases; make intentional

vocabulary choices appropriate to the context and situation.

Wisconsin Standards for English Language Arts 67

Strand: Language 6-12

Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet

communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional

language and convention choices and explain how those choices differ for culture and context.

Conventions of Standard English - Grades 9-10 Conventions of Standard English - Grades 11-12

L.9-10.5 Demonstrate contextually appropriate use of the conventions of standardized

English grammar and usage when writing or speaking. Discern when and where it

is appropriate to use standardized English.

Appropriately use and explain the intended purpose of language choice with:

a. Use parallel structure.

b. Convey specific meanings and add variety and interest to writing and

presentations through the use of various types of phrases (e.g., noun, verb,

adjectival, and prepositional) and clauses (e.g., independent, dependent, and

adverbial).

L.11-12.5 Demonstrate contextually appropriate use of the conventions of standardized

English grammar and usage when writing or speaking. Discern when and where

it is appropriate to use standardized English.

Appropriately use and explain the intended purpose of language choice with:

a. Recognize that conventions (i.e., aspects of punctuation, layout, and formatting

within a particular genre) are the result of agreed upon usage.

b. Identify ways in which usage and conventions vary and are sometimes contested.

c. Resolve issues of complex or contested usage by consulting appropriate references

(e.g., Merriam-Webster's Dictionary of English Usage, Dictionary of American

Regional English).

L.9-10.6 Demonstrate contextually appropriate use of the conventions of standardized

English capitalization, punctuation, and spelling when writing. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose in conventions with:

● Use colons and semicolons appropriately.

● Spell correctly.

L.11-12.6 Demonstrate contextually appropriate use of the conventions of standardized

English capitalization, punctuation, and spelling when writing. Discern when and

where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose in conventions with:

● Use sophisticated punctuation and capitalization techniques as appropriate to

situation and genre (e.g., brackets and italics in research; capitalization

expressing extended meaning in poetry).

● Spell correctly.

Wisconsin Standards for English Language Arts 68

Endnotes

a. Wisconsin Department of Public Instruction, “Wisconsin’s Guiding Principles for Teaching and Learning,” Wisconsin Department of Public

Instruction, September 2011, https://dpi.wi.gov/standards/guiding-principles

b. Hudley, Anne H. Charity and Christine Mallinson, Understanding English Language Variation in U.S. Schools (New York and London: Teachers

College Press, 2011).

c. Johnson, N.J., Koss, M.D., & Martinez, M., “Through the sliding glass door: #EmpowerTheReader," The Reading Teacher 71, 5 (2017): 569-77.

d. Sims, Bishop, R., “Windows, mirrors, and sliding glass doors” Perspectives: Choosing and Using Books for the Classroom, 6, 3 (1990).

Appendix 1

Wisconsin’s Key Shifts in English Language Arts

Wisconsin Standards for English Language Arts 70

Appendix 1. Wisconsin’s Key Shifts in English Language Arts, 2020

The 2020 Wisconsin Standards for English Language Arts are built on the foundation of existing standards (Council of Chief State School Officers, 2010)

and reflect new research and understandings of the English language arts and literacy. Wisconsin’s standards identify the knowledge, skills, and habits

that will allow students to succeed in their chosen paths. Understanding how the standards differ from previous standards and how Wisconsin

standards differ from national standards is essential to implementing Wisconsin’s standards well and selecting, adopting, and personalizing standards-

aligned instructional materials.

There are five important shifts from previous standards to the 2020 Wisconsin Standards for English Language Arts. Identifying the key shifts builds

understanding of how these standards differ from previous standards. The shifts also serve as a tool that educators can use to identify what is

necessary in standards-aligned instruction and assessment at a high level. Three of the five shifts are from the 2010 standards (Council of Chief State

School Officers, 2010) but have been expanded upon to emphasize advancing educational equity in English language arts. Two of the five shifts are

new and unique to Wisconsin.

The following are key shifts in Wisconsin's 2020 Standards for English Language Arts:

Key shift 1: Learning about and application of reading, writing, speaking, listening, and language emphasizes recognizing,

valuing, and sustaining students’ identities and the identities of others.

This Wisconsin-specific shift emphasizes the unique opportunities that the discipline of English language arts provides to understand the human

experience and one’s place within it. Instruction and instructional materials ensure that every learner meets or exceeds grade-level standards while

also reflecting and valuing a multitude of identities.

Instruction and instructional materials for English language arts promote identity exploration by providing opportunities for every student to:

a. Access learning and communicate understanding across race, gender, ethnicity, language, ability, sexual orientation, family background, and/or

family income (The Aspen Education & Society Program and the Council of Chief State School Officers, 2017).

b. Interact with and create fiction texts - a practice that is critical to English language arts as a discipline - to encourage students to explore their

lived experiences and the lived experiences of others (Sims, Bishop, R. 1990).

c. Sustain linguistic plurality by teaching students to use and value English in all its forms (rather than valuing standardized English above other

languages) (Hudley, Anne H. Charity and Mallinson, Christine, 2011).

d. Identify, investigate, and answer questions that are of interest to students.

Wisconsin Standards for English Language Arts 71

e. Use writing, speaking, and other forms of communication to educate and advocate for change in their communities (Christensen, 2009; Lewison,

Flint, & Van Sluys, 2002; Luke, 2004).

Key shift 2: All students are flexible users of language.

Wisconsin standards for English Language Arts include overarching statements designed to foster students who are able to adjust their language to

meet communicative goals. One overarching statement is applied to all standards: Literate individuals are flexible; they respond to the varying demands of

audience, task, purpose, and discipline. In addition, each strand (reading, writing, speaking and listening, and language) has an overarching statement

unique to the strand.

Instruction and instructional materials for English language arts promote flexibility in language use by ensuring every student:

a. Experiences and creates texts that reflect Wisconsin’s broad definition of text. Wisconsin defines text broadly as any communication

involving language. Text can be written, spoken, or visual.

b. Reads and creates texts in a variety of formats, about a variety of topics, and representing many genres, including reading and writing for

enjoyment.

c. Learns in a classroom community in which educators are careful not to send explicit or implicit messages that one form of English is more

correct or acceptable than another.

d. Intentionally determines how to use English in the ways that are most appropriate for meeting one’s communicative goals given the situation

and audience.

Key shift 3: All students engage in regular practice with complex texts (both literary and informational) and building academic

vocabulary.

(This shift, included with the release of the Common Core State Standards in 2010, is still applicable and supported in the 2020 Wisconsin Academic Standards

for English Language Arts.)

The standards call for students to develop ability and confidence in understanding complex text. Further, the standards call for building students’

vocabularies through a mix of text-based conversation, direct instruction, and reading. Ability to understand complex text and the development of

vocabulary are critical to engaging meaningfully with complex texts and topics and, therefore, finding success in college, careers, and communities.

Instruction and instructional materials for English language arts engages students with increasingly complex text and build academic vocabulary by

ensuring every student:

Wisconsin Standards for English Language Arts 72

a. Engages in integrated instruction in comprehension, writing, speaking, listening, and language in order to independently and proficiently

understand and create grade-level text. This includes - at the earliest grades - instruction in reading foundational skills, including explicit and

systematic phonics instruction.

b. Experiences a staircase of increasing complexity in the texts* they read and create, including experience with texts that reflect Wisconsin’s

broad definition of text as communications - written, spoken, or visual - involving language.

c. Develops general academic vocabulary and discipline-specific vocabulary while also building a curiosity about words and language.

* Every student experiences texts for instruction based on a multi-dimensional vision of text complexity, including quantitative measures (such as

Lexile level); qualitative measures (including structure of the text, levels of meaning within the text language conventionality, and the knowledge

demands necessary to make sense of the text); factors unique to the reader and task); and representation and diversity.

Key shift 4: All students engage in reading, writing, and speaking that is grounded in textual evidence.

(This 2010 shift, included with the release of the Common Core State Standards in 2010, is still applicable and supported in the 2020 Wisconsin Academic

Standards for English Language Arts.)

In a modern society saturated with print and digital information, students must be able to evaluate evidence in the writing and speaking of others and

apply evidence in their own writing and speaking. While students must be able to notice, evaluate, and apply evidence in academic texts, it is equally

important that students understand how evidence varies based on audience, task, and purpose. Further, students must be flexible users of language

able to evaluate and apply evidence in a variety of types of written, spoken, and digital texts.

Instruction and instructional materials for English language arts engage students in reading, writing, and speaking grounded in textual evidence by

ensuring every student:

a. Evaluates evidence provided within texts they read, listen to, or view.

b. Engages in reading, listening, and viewing tasks that require them to answer a range of text-dependent questions whose answers depend on

their having read the texts with care and which require inferences based on careful attention to the text.

c. Uses writing, speaking, or creating to share clear information and present careful analysis and well-defended claims in original texts and in

response to questions about what they read.

Wisconsin Standards for English Language Arts 73

d. Can justify their choices about evidence based not just on credibility but also on audience and purpose, evaluating and using sources beyond

academic sources.

Key shift 5: All learners build knowledge through text.

(This 2010 shift, included with the release of the Common Core State Standards in 2010, is still applicable and supported in the 2020 Wisconsin Academic

Standards for English Language Arts.)

Wisconsin’s 2020 Standards for English Language Arts focus on ensuring that every student can comprehend and create text because text is a widely-

used method of sharing information and ideas. Unlike Wisconsin’s 2010 standards, the 2020 English language standards apply exclusively to English

language arts. Educators of content areas outside of English language arts should continue to use Wisconsin standards for Literacy in All Subject Areas

support students in acquiring and communicating information in ways unique to each discipline.

Content-rich nonfiction texts are sometimes utilized in English language arts instruction. For example, such texts may be utilized to build background

knowledge necessary to comprehend texts used in service to ELA standards. Also, content-rich nonfiction texts may be utilized in English language

arts as part of interdisciplinary learning. However, reading nonfiction texts in English language arts is not a substitute for specific instruction in a

content area (such as science or social studies).

Instruction and instructional materials for English language arts engage students in building knowledge through text by ensuring that every student:

a. Engages with texts that are intentionally organized around topics to build student knowledge and vocabulary to support work toward

independent reading and comprehension.

b. Locates, reads, and understands nonfiction text to answer questions important to the student.

c. Asks questions while reading and seeks out nonfiction texts to answer those questions.

Wisconsin Standards for English Language Arts 74

Bibliography

The Aspen Education & Society Program and the Council of Chief State School Officers. Leading for Equity: Opportunities for State Education Chiefs.

Washington, D.C., 2017.

Christensen, L.M. Teaching for Joy and Justice: Re-imagining the Language Arts Classroom. Milwaukee, WI: Rethinking Schools, 2009.

Hudley, Anne H. Charity and Christine Mallinson. Understanding English Language Variation in U.S. Schools. New York and London: Teachers College

Press, 2011.

“Key Shifts in English Language Arts.” Common Core State Standards Initiative. Accessed May, 2020. http://www.corestandards.org

Lewison, M., Flint, A.S., & Van Sluys, K. “Taking on critical literacy: The journey of newcomers and novices.” Language Arts 79(5), 382-392 (2002).

Luke, A. Foreword in McLaughlin, M. and Devoogd, G. (2004). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic, 2004.

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards English Language Arts.

Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010.

Sims, Bishop, R. “Windows, mirrors, and sliding glass doors.” Perspectives: Choosing and Using Books for the Classroom, 6, 3 (1990).

Appendix 2

Reading Foundational Skills

Wisconsin Standards for English Language Arts 76

Appendix 2. Reading Foundational Skills

The following supplements the Reading Standards: Foundational Skills (K–5) in the main document (pp. 16-19). See the bibliography of this appendix

for sources used in helping construct the foundational skills and the material below.

Decoding: the opposite of encoding. It involves seeing written symbols and being able to say what sound they represent, then blending those sounds

to make a word.

For example: a student is looking at the word sharp, says the sounds: /sh/ /ar/ /p/ then reads the word sharp, same example for through, /th/ /r/ /oo/.

Encoding: the process of hearing a sound and being able to write a symbol to represent that sound. For example: if a child hears the sound /t/ and then

writes the letter 't', this means they are able to encode this sound. Encoding also involves hearing a whole word, matching speech/phoneme to

print/grapheme, and writing the whole word, ultimately, with the correct spelling.

Fluency is comprised of three dimensions: accuracy, automaticity, and prosody (Kuhh, Schwanenflugel, & Meisinger, 2010).

• Accuracy: the ability to recognize and read words correctly. Inaccurate readers often have a weakness with decoding; readers who struggle

with decoding will be disfluent. Comprehension may also be compromised.

• Automaticity: the appropriate rate, or speed, of reading. Emergent readers are typically less automatic than more advanced readers because

their attention is heavily focused upon decoding the words. In order for automaticity in word reading to occur, it is necessary to develop

fluency (i.e., automaticity and accuracy) in the underlying foundational skills. This includes proficiency in phonemic awareness (segmenting,

blending, manipulation), letter knowledge (sounds and names), and ease in blending. Accurate word-level reading is essential to the

development of phrase-level and passage level fluency. Before automaticity can occur, students must have a foundation of accurate word

reading which includes (1) the ability to effortlessly decode and read regular cvc words, and (2) a large bank of words that are recognized by

sight. Sight words are defined as any word that is retained in long-term memory and automatically recognized by sight; these include both

regularly and irregularly spelled words.

• Prosody: the expression, intonation and purposeful phrasing used to give meaning to the text.

Students demonstrate fluency during oral reading through effortless word recognition, steady /appropriate pacing, and expressive reading. Fluency

may vary based on the complexity of the text and the background knowledge of the reader. Collectively, these dimensions support reading

comprehension during oral and silent reading.

Wisconsin Standards for English Language Arts 77

Phoneme-Grapheme Correspondences (sound to letter correspondence)

Consonants

Common graphemes (spellings) are listed in the following table for each of the consonant sounds. Note that the term grapheme refers to

a letter or letter combination that corresponds to one speech sound.

Figure 8: Consonant Phoneme-Grapheme Correspondences in English

Phoneme Word Examples Common Graphemes (Spellings) for the Phoneme*

/p/ pit, spider, stop p

/b/ bit, brown, bubble b

/t/ tickle, mitt, slipped t, tt, ed

/m/ mitt, comb, hymn m, mb, mn

/d/ die, loved d, ed

/n/ nice, knight, gnat n, kn, gn

/k/ cup, kite, duck, chorus, folk, quiet k, c, ck, ch, lk, q

/g/ girl, Pittsburgh g, gh

/ng/ sing, bank ng, n

/f/ fluff, sphere, tough, calf f, ff, gh, ph, lf

/v/ van, dove v, ve

/s/ sit, pass, science, psychic s, ss, sc, ps

Wisconsin Standards for English Language Arts 78

/z/ zoo, jazz, nose, as, xylophone z, zz, se, s, x

/th/ thin, breath, ether th

/th/ this, breathe, either th

/sh/ shoe, mission, sure, charade, precious, notion, mission, special sh, ss, s, ch, sc, ti, si, ci

/zh/ measure, azure s, z

/ch/ cheap, future, etch ch, tch

/j/ judge, wage j, dge, ge

/l/ lamb, call, single l, ll, le

/r/ reach, wrap, her, fur, stir r, wr, er/ur/ir

/y/ you, use, feud, onion y, (u, eu), i

/w/ witch, queen w, (q)u

/wh/ where wh

/h/ house, whole h, wh

*Graphemes in the word list are among the most common spellings, but the list does not include all possible graphemes for a given vowel. Many

graphemes are more than one letter.

Wisconsin Standards for English Language Arts 79

Vowels

Common graphemes (spellings) are listed in the following table for each of the vowel sounds. Note that the term grapheme refers to a

letter or letter combination that corresponds to one speech sound.

Figure 9. Vowel Phoneme-Grapheme Correspondences in English

Phoneme Word Examples Common Graphemes (Spellings) for the Phoneme*

/ see, these, me, eat, key, happy, chief, either ee, e_e, -e, ea, ey, -y, ie, ei

/ sit, gym i, y

/ make, rain, play, great, baby, eight, vein, they a_e, ai, ay, ea, -y, eigh, ei, ey

/ bed, breath e, ea

/ cat a

/ time, pie, cry, right, rifle i_e, ie, -y, igh, -i

/ fox, swap, palm o, wa, al

/ cup, cover, flood, tough u, o, oo, ou

/aw/ saw, pause, call, water, bought aw, au, all, wa, ough

. vote, boat, toe, snow, open o_e, oa, oe, ow, o-

/oo/ took, put, could oo, u, ou

/ [oo] moo, tube, blue, chew, suit, soup oo, u_e, ue, ew, ui, ou

Wisconsin Standards for English Language Arts 80

/y//

/ use, few, cute u, ew, u_e

/oi/ boil, boy oi, oy

/ow/ out, cow ou, ow

er her, fur, sir er, ur, ir

ar cart ar

or sport or

*Graphemes in the word list are among the most common spellings, but the list does not include all possible graphemes for a given vowel. Many

graphemes are more than one letter.

Wisconsin Standards for English Language Arts 81

Phonological Awareness:

The ability to detect and manipulate the units of spoken language. Phonological awareness is a global awareness of large chunks of speech, word

awareness (counting number of words in a phrase or sentence/ word boundaries), spoken syllable, onset-rime (cl--ean, br-oom, d--og), and phoneme

(/c/ /a/ /t/). It does not include the ability to visually recognize print.

Phonological awareness skills include the ability to: hear and detect individual words; detect and produce rhyming words; segment and blend words

into syllables; segment and blend onset and rime of single syllable words; and segment and manipulate individual phonemes in words (phonemic

awareness).

See below for the progression of skills with labeled examples.

General Progression of Phonological Awareness Skills (PreK–1)

Word Awareness (Spoken Language) (Phonological Awareness)

Move a chip or marker to stand for each word in a spoken sentence.

The dog barks. (3)

The brown dog barks. (4)

The brown dog barks loudly. (5)

Rhyme Recognition during Word Play (Phonological Awareness)

Say “yes” if the words have the same last sounds (rhyme):

clock/dock (y)

red/said (y)

down/boy (n)

Repetition and Creation of Alliteration during Word Play (Phonological Awareness)

Nice, neat Nathan

Chewy, chunky chocolate

Wisconsin Standards for English Language Arts 82

Syllable Counting or Identification (Spoken Language) (Phonological Awareness)

A spoken syllable is a unit of speech organized around a vowel sound.

Repeat the word, say each syllable loudly, and feel the jaw drop on the vowel sound:

chair (1) table (2) gymnasium (4)

Onset and Rime Manipulation (Spoken Language) (Phonological Awareness)

Within a single syllable, onset is the consonant sound or sounds that may precede the vowel; rime is the vowel and all other consonant sounds that may

follow the vowel.

Say the two parts slowly and then blend into a whole word: (Phonological Awareness)

school onset - /sch/; rime - /ool/

star onset - /st/; rime - /ar/

place onset - /pl/; rime - /ace/

all onset (none); rime - /all/

General Progression of Phoneme Awareness Skills (K–2)

Phonemes are individual speech sounds that are combined to create words in a language system. Phoneme awareness requires progressive

differentiation of sounds in spoken words and the ability to think about and manipulate those sounds. Activities should lead to the pairing of

phonemes (speech sounds) with graphemes (letters and letter combinations that represent those sounds) for the purposes of word recognition and

spelling.

Phoneme Identity (Phonemic Awareness)

Say the sound that begins these words. What is your mouth doing when you make that sound?

milk, mouth, monster /m/ — The lips are together, and the sound goes through the nose.

thick, thimble, thank /th/ — The tongue is between the teeth, and a hissy sound is produced.

octopus, otter, opposite /o/ — The mouth is wide open, and we can sing that sound.

Wisconsin Standards for English Language Arts 83

Phoneme Isolation (Phonemic Awareness)

What is the first speech sound in this word?

ship /sh/

van /v/

king /k/

Echo /e/

What is the last speech sound in this word? (Phonemic Awareness)

comb /m/

sink /k/

rag /g/

Go /o/

What is the middle sound in the word? (Phonemic Awareness)

Ship /i/

Rag /a/

Luck /u/

Phoneme Blending (Spoken Language) (Phonemic Awareness)

Blend the sounds to make a word:

(Provide these sounds slowly.)

/s/ /ay/ say

/ou/ /t/ out

/sh/ /ar/ /k/ shark

/p/ /o/ /s/ /t/ post

Wisconsin Standards for English Language Arts 84

Phoneme Segmentation (Spoken Language) (Phonemic Awareness)

Say each sound as you move a chip onto a line or sound box:

no /n/ /o/

rag /r/ /a/ /g/

socks /s/ /o/ /k/ /s/

float /f/ /l/ /oa/ /t/

Phoneme Addition (Spoken Language) (Phonemic Awareness)

What word would you have if you added /th/ to the beginning of “ink”? (think)

What word would you have if you added /d/ to the end of the word “fine”? (find)

What word would you have if you added /z/ to the end of the word “frog”? (frogs)

Phoneme Substitution (Spoken Language) (Phonemic Awareness)

Say “rope.” Change /r/ to /m/. What word would you get? (mope)

Say “chum.” Change /u/ to /ar/. What word would you get? (charm)

Say “sing.” Change /ng/ to /t/. What word would you get? (sit)

Phoneme Deletion (Spoken Language) (Phonemic Awareness)

Say “park.” Now say “park” without /p/. (ark)

Say “four.” Now say “four” without /f/. (or)

Wisconsin Standards for English Language Arts 85

Orthography Categories of Phoneme-Grapheme Correspondences

Figure 10: Consonant Graphemes with Definitions and Examples

Grapheme Type

Definition

Examples

Single letters

A single consonant letter can represent a consonant

phoneme.

b, d, f, g, h j, k, l, m, n, p, r, s, t, v, w, y, z

Doublets

A doublet uses two of the same letter to spell one consonant

phoneme.

ff, ll, ss, zz

Digraphs

A digraph is a two- (di-) letter combination that stands for one

phoneme; neither letter acts alone to represent the sound.

Th, sh, ch, wh

Ph, ng (sing)

Gh (cough)

[ck is a guest in this category]

Trigraphs

A trigraph is a three- (tri-) letter combination that stands for

one phoneme; none of the letters acts alone to represent the

sound.

-tch

-dge

Consonants in

blends

A blend contains two or three graphemes because the

consonant sounds are separate and identifiable. A blend is not

“one sound.”

s-c-r (scrape) th-r (thrush)

c-l (clean) f-t (sift)

l-k (milk) s-t (most)

and many more

Silent letter

combinations

Silent letter combinations use two letters: one represents the

phoneme, and the other is silent. Most of these are from

Anglo-Saxon or Greek.

kn (knock), wr (wrestle), gn (gnarl), ps

(psychology), rh (rhythm), -mb (crumb), -lk (folk), -

mn (hymn), -st (listen)

Combination qu

These two letters, always together, usually stand for two

sounds, /k/ /w/.

quickly

Figure 11: Vowel Graphemes with Definitions and Examples

Wisconsin Standards for English Language Arts 86

Grapheme Type

Definition

Examples

Single letters

A single vowel letter stands for a vowel sound.

(short vowels) cap, hit, gem, clod,

muss

(long vowels) me, no, music

Vowel teams

A combination of two, three, or four letters stands for a vowel.

(short vowels) head, hook

(long vowels) boat, sigh, weigh

(diphthongs) toil, bout

Vowel-r combinations

A vowel, followed by r, works in combination with /r/ to make a unique

vowel sound.

car, sport, her, burn, first

Vowel-consontant-e

(VCe)

The vowel-consonant-silent e pattern is common for spelling a long

vowel sound.

gate, eve, rude, hope, five

Figure 12: Six Types of Written Syllable Patterns

Syllable Type

Definition

Examples

Closed

A syllable with a short vowel spelled with a single vowel letter ending in one or more consonants

dap

-ple

hos-tel

bev-erage

Vowel-C-e

(“Magic e”)

A syllable with a long vowel spelled with one vowel + one consonant + silent e

compete

despite

Open

A syllable that ends with a long vowel sound, spelled with a single vowel letter

pro

gram

table

recent

Vowel Team

Syllables that use two to four letters to spell the vowel

beau-ti-ful

train-er

con-geal

spoil-age

Wisconsin Standards for English Language Arts 87

Vowel-r

(r-controlled)

A syllable with er, ir, or, ar, or ur

Vowel pronunciation often changes before /r/.

in-jur-ious

con-sort

char-ter

Consonant-le

An unaccented final syllable containing a consonant before /l/ followed by a silent e

dribble

beagle

little

Three Useful Principles for Chunking Longer Words into Syllables

1. VC-CV: Two or more consonants between two vowels

When syllables have two or more adjacent consonants between them, we divide between the consonants. The first syllable will be closed (with a short

vowel).

sub-let nap-kin pen-ny emp-ty

2. V-CV and VC-V: One consonant between two vowels

a) First try dividing before the consonant. This makes the first syllable open and the vowel long. This strategy will work 75 percent of the time with

VCV syllable division.

e-ven ra-bies de-cent ri-val

b) If the word is not recognized, try dividing after the consonant. This makes the first syllable closed and the vowel sound short. This strategy will work

25 percent of the time with VCV syllable division.

ev-er rab-id dec-ade riv-er

3. Consonant blends usually stick together. Do not separate digraphs when using the first two principles for decoding.

e-ther spec-trum se-quin

Morphemes Represented in English Orthography

Figure 13: Examples of Inflectional Suffixes in English

Wisconsin Standards for English Language Arts 88

Inflection Example

-s plural noun I had two eggs for breakfast.

-s third person singular verb She gets what she wants.

-ed past tense verb We posted the notice.

-ing progressive tense verb We will be waiting a long time.

-en past participle He had eaten his lunch.

‘s possessive singular The frog’s spots were brown.

-er comparative adjective He is taller than she is.

-est superlative adjective Tom is the tallest of all.

Examples of Derivational Suffixes in English

Derivational suffixes, such as -ful, -ation, and -ity, are more numerous than inflections and work in ways that inflectional suffixes do not. Most

derivational suffixes in English come from the Latin layer of language. Derivational suffixes mark or determine part of speech (verb, noun, adjective,

adverb) of the suffixed word. Suffixes such as -ment, -ity, and -tion turn words into nouns; -ful, -ous, and -al turn words into adjectives; -ly turns words

into adverbs.

nature (n. — from nat, birth) permit (n. or v.)

natural (adj.) permission (n.)

naturalize (v.) permissive (adj.)

naturalizing (v.) permissible (adj.)

naturalistic (adj.) permissibly (adv.)

Wisconsin Standards for English Language Arts 89

Bibliography

Balmuth, M. (1992). The roots of phonics: A historical introduction. Baltimore, MD: York Press.

Blevins, W. (2017). A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success. Corwin.

Bryson, B. (1990). The mother tongue: English and how it got that way. New York, NY: Avon Books.

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A:

Research Supporting Key Elements of the Standards Glossary of Key Terms.” Common Core State Standards Initiative.

http://www.corestandards.org/assets/Appendix_A.pdf

Ganske, K. (2000). Word journeys. New York, NY: Guilford.

Glaser, Deborah. Smartt, Susan. Next Steps in Literacy Instruction Connecting Assessments to Effective Interventions. Baltimore: Brookes Publishing.

2010.

Hanna, P. R., Hanna, S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC:

Department of Health, Education, and Welfare.

Henry, M. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Brookes.

Hougen, Martha and Smartt, Susan. Fundamentals of Literacy Instruction & Assessment PRE-K-6. Baltimore: Brookes Publishing. 2012.

Kilpatrick, D. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. John Wiley & Sons Inc.

Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., & Levy, B. A., & Rasinski, T. V. (Eds.). (2010). Aligning theory and assessment of reading fluency:

Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251.

Mesmer, H. A. (2019). Letter lessons and first words: Phonics foundations that work. Portsmouth: Heineman.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes.

Moats, L. C. (2008). Spellography for teachers: How English spelling works. (LETRS Module 3). Longmont, CO: Sopris West.

Venezky, R. (2001). The American way of spelling. New York, NY: Guilford.

Wisconsin Standards for English Language Arts 90

Appendix 3

Text Complexity

Wisconsin Standards for English Language Arts 91

Wisconsin’s 2020 Standards for English Language Arts: Approach to Text Complexity

Information in this appendix was adapted from the following sources:

• Appendix A of the Common Core State Standards for English Language Arts

• Reading Diversity from Learning for Justice (formerly Teaching Tolerance)

• Wisconsin Department of Public Instruction online learning module about text complexity, which

includes rubrics for assessing the complexity of literary and informational text.

Readers of this appendix may also benefit from reviewing the

Text Analysis Toolkit from Achieve the

Core.

Wisconsin’s Standards for English Language Arts, 2020 do not include exemplars for text complexity.

Three of the four components of text complexity explained in this appendix are determined by the

expertise of educators. Exemplars for text complexity cannot account for what educators know about

their students and communities. The professional learning module linked above includes video excerpts of

educators discussing the complexity of texts. These excerpts serve as examples of the types of

professional discussions educators can engage in to determine a text’s complexity.

The overarching statement for reading requires students to:

Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment), including texts

that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level

text.

As the overarching statement reads, students will independently and proficiently understand grade-level text.

Wisconsin utilizes a four-part model for determining how easy or difficult a particular text is to read. Through instruction, feedback, and practice,

students should be able to apply all reading standards to a variety of grade-level texts for a variety of purposes.

Wisconsin Standards for English Language Arts 92

A Four-Part Model for Measuring Text Complexity

As signaled by the graphic below, Wisconsin’s Standards for English Language Arts (ELA), 2020 uses a model of text complexity that consists of four

equally important parts.

Figure 1: Wisconsin’s Four-Part Model of Text Complexity

1. Qualitative dimensions of text complexity. Qualitative dimensions and qualitative factors refer to those aspects of text complexity best

measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and

clarity; and knowledge demands.

2. Quantitative dimensions of text complexity. The terms quantitative dimensions and quantitative factors refer to those aspects of text

complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to

evaluate efficiently, especially in long texts, and are thus today typically measured by computer software.

3. Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to

particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task

assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Assessments

of reader and task considerations are best made by teachers employing their professional judgment, experience, and knowledge of their

students and the subject.

Wisconsin Standards for English Language Arts 93

4. Representation and diversity considerations. Both the overarching statement for reading and individual reading standards ask students to

engage with text that reflects their identities and the identities of others. Therefore, representation and diversity is a component of text

complexity. Variables specific to the text (such as treatment of social justice issues and identity markers of the characters) and its author

(such as identity markers and the authors first-hand experiences) must be considered when determining what a particular text adds to the

experiences of a student or classroom community. Assessments of representation and diversity are best made by teachers employing their

professional judgment, experience, and knowledge of their students and the subject.

Wisconsin’s Standards for ELA, 2020 presume that all four elements will come into play when text complexity and appropriateness are determined. The

following pages begin with a brief overview of just some of the currently available tools, both qualitative and quantitative, for measuring text

complexity, continue with some important considerations for using text complexity with students, and conclude with a series of examples showing

how text complexity measures, balanced with reader and task considerations, might be used with a number of different texts.

Qualitative and Quantitative Measures of Text Complexity

Qualitative Measures of Text Complexity

Using qualitative measures of text complexity involves making an informed decision about the difficulty of a text in terms of one or more factors

discernible to a human reader applying trained judgment to the task. In the Standards, qualitative measures, along with professional judgment in

matching a text to reader and task, serve as a necessary complement and sometimes as a corrective to quantitative measures, which, as discussed

below, cannot capture all of the elements that make a text easy or challenging to read and are not equally successful in rating the complexity of all

categories of text.

The qualitative factors described below are offered here as a first step in the development of robust tools for the qualitative analysis of text

complexity. These factors are presented as continua of difficulty rather than as a succession of discrete “stages” in text complexity. Additional

development and validation would be needed to translate these or other dimensions into, for example, grade-level- or grade-band-specific rubrics.

The qualitative factors run from easy (left-hand side) to difficult (right-hand side). Few, if any, authentic texts will be low or high on all of these

measures, and some elements of the dimensions are better suited to literary or to informational texts.

1. Levels of Meaning (literary texts) or Purpose (informational texts). Literary texts with a single level of meaning tend to be easier to read

than literary texts with multiple levels of meaning (such as satires, in which the author’s literal message is intentionally at odds with his or her

underlying message). Similarly, informational texts with an explicitly stated purpose are generally easier to comprehend than informational

texts with an implicit, hidden, or obscure purpose.

Wisconsin Standards for English Language Arts 94

2. Structure. Texts of low complexity tend to have simple, well-marked, and conventional structures, whereas texts of high complexity tend to

have complex, implicit, and (particularly in literary texts) unconventional structures. Simple literary texts tend to relate events in

chronological order, while complex literary texts make more frequent use of flashbacks, flash-forwards, and other manipulations of time and

sequence. Simple informational texts are likely not to deviate from the conventions of common genres and subgenres, while complex

informational texts are more likely to conform to the norms and conventions of a specific discipline. Graphics tend to be simple and either

unnecessary or merely supplementary to the meaning of texts of low complexity, whereas texts of high complexity tend to have similarly

complex graphics, graphics whose interpretation is essential to understanding the text, and graphics that provide an independent source of

information within a text. (Note that many books for the youngest students rely heavily on graphics to convey meaning and are an exception

to the above generalization.)

3. Language Conventionality and Clarity. Texts that rely on literal, clear, contemporary, and conversational language tend to be easier to read

than texts that rely on figurative, ironic, ambiguous, purposefully misleading, archaic or otherwise unfamiliar language or on general academic

and domain-specific vocabulary.

4. Knowledge Demands. Texts that make few assumptions about the extent of readers’ life experiences and the depth of their cultural/literary

and content/discipline knowledge are generally less complex than are texts that make many assumptions in one or more of those areas. This

qualitative dimension of text complexity can be related to representation and diversity.

Figures 2 and 3 below provide a rubric for considering each qualitative dimension of text complexity.

Wisconsin Standards for English Language Arts 95

Figure 2. Rubric for Qualitative Dimensions of Text Complexity, Literary Text (excerpted from a rubric for literary text)

Dimension

Exceedingly Complex

Very Complex

Moderately Complex

Slightly Complex

Meaning

Meaning: Several levels and

competing elements of meaning

that are difficult to identify,

separate, and interpret; theme is

implicit or subtle, often

ambiguous and revealed over the

entirety of the text

Meaning: Several levels of

meaning that may be difficult

to identify or separate; theme

is implicit or subtle and may

be revealed over the entirety

of the text

Meaning: More than one

level of meaning with levels

clearly distinguished from

each other; theme is clear

but may be conveyed with

some subtlety.

Meaning: One level of

meaning; theme is obvious and

revealed early in the text.

Text

Structure

Organization: Organization is

intricate with regard to elements

such as narrative viewpoint, time

shifts, multiple characters,

storylines, and detail.

Use of Visual Features*: If used,

extensive, intricate, integrated

print and text features enhance

meaning of text; provide

information not otherwise

conveyed through print alone.

Organization: Organization

may include subplots, time

shifts, and more complex

characters.

Use of Visual Features*: If

used, integrated print and

text features enrich meaning

of the text; may provide

information not otherwise

conveyed through print alone

Organization: Organization

may have two or more

storylines and occasionally

difficult to predict.

Use of Visual Features: If

used, print and text features

expand the meaning of the

text; provide support in

locating information and

interpreting the text

Organization: Organization of

text is clear, chronological, or

easy to predict

Use of Visual Features*: If

used, print and text features

represent the meaning of the

text; provide support and

assist in locating information

and understanding the text

Wisconsin Standards for English Language Arts 96

Language

Features

Conventionality: Dense and

complex; contains abstract,

ironic, and/or figurative language

Vocabulary: Generally

unfamiliar, archaic, subject-

specific, or overly academic

language; may be ambiguous or

purposefully misleading

Sentence Structure: Mainly

complex sentences often

containing multiple concepts

Conventionality: Complex;

contains some abstract, ironic,

and/or figurative language

Vocabulary: Somewhat

complex language that is

sometimes unfamiliar, archaic,

subject-specific, or overly

academic

Sentence Structure: Many

complex sentences with

several subordinate phrases

or clauses and transition

words

Conventionality: Largely

explicit and easy to

understand with some

occasions for more complex

meaning

Vocabulary: Mostly

contemporary, familiar,

conversational; rarely

unfamiliar or overly

academic

Sentence Structure: Simple

and compound sentences,

with some more complex

constructions

Conventionality: Explicit,

literal, straightforward, easy

to understand

Vocabulary: Contemporary,

familiar, conversational

language

Sentence Structure: Mainly

simple sentences

Knowledge

Demands

Life Experiences: Explores

complex, sophisticated themes;

experiences are distinctly

different from the common

reader

Intertextuality and Cultural

Knowledge: Many references or

allusions to other texts or

cultural elements

Life Experiences: Explores

themes of varying levels of

complexity; experiences

portrayed are uncommon to

most readers

Intertextuality and Cultural

Knowledge: Some references

or allusions to other texts or

cultural elements

Life Experiences: Explores a

single theme; experiences

portrayed are common to

many readers

Intertextuality and Cultural

Knowledge: A few

references or allusions to

other texts or cultural

elements

Life Experiences: Explores a

single theme; experiences

portrayed are everyday and

common to most readers

Intertextuality and Cultural

Knowledge: No references or

allusions to other texts or

cultural elements

Wisconsin Standards for English Language Arts 97

Figure 3. Rubric for Qualitative Dimensions of Text Complexity, Informational Text (excerpted from a rubric for informational text)

Informational

Text

Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Purpose

Purpose: Subtle, implied, difficult to

determine; intricate, theoretical

elements

Purpose: Implied but fairly easy to

infer; more theoretical than concrete

Purpose: Implied but easy to

identify based upon context or

source

Purpose: Explicitly stated;

clear, concrete with a narrow

focus

Text

Structure

Organization of Main Ideas:

Connections between an extensive

range of ideas or events are deep,

intricate, and often implicit or

subtle; organization of text is

intricate or specialized for a

particular discipline

Text Features: If used, are essential

in understanding content

Use of Graphics: If used, extensive,

intricate, essential integrated

graphics, tables, charts, etc.,

necessary to make meaning of text;

also may provide information not

otherwise conveyed in the text

Organization of Main Ideas:

Connections between an expanded

range of ideas, processes, or events are

deeper and often implicit or subtle;

organization may contain multiple

pathways and may exhibit traits

common to a particular discipline

Text Features: If used, greatly enhance

the reader’s understanding of content

Use of Graphics: If used, essential,

integrated graphics, tables, charts, etc.,

may occasionally be essential to

understanding text

Organization of Main Ideas:

Connections between some

ideas or events are implicit or

subtle; organization is evident

and generally sequential

Text Features: If used, enhance

the reader’s understanding of

content

Use of Graphics: If used,

graphics are mostly

supplementary to

understanding of text, such as

indexes, glossaries, graphs,

pictures, tables, and charts

directly support the text

Organization of Main Ideas:

Connections between ideas,

processes, or events are

explicit and clear; organization

of text is clear or chronological

or easy to predict

Text Features: If used, help the

reader navigate and

understand content but are

not essential

Use of Graphics: If used,

graphics are simple,

unnecessary to understanding

text but directly support and

assist in interpreting written

text

Language

Features

Conventionality: Dense and

complex; contains abstract, ironic,

and/or figurative language

Vocabulary: Generally unfamiliar,

archaic, subject-specific, or overly

academic language; may be

ambiguous or purposefully

misleading

Sentence Structure: Mainly

complex sentences often

containing multiple concepts

Conventionality: Complex; contains

some abstract, ironic, and/or figurative

language

Vocabulary: Somewhat complex

language that is sometimes unfamiliar,

archaic, subject-specific, or overly

academic

Sentence Structure: Many complex

sentences with several subordinate

phrases or clauses and transition

words

Conventionality: Largely

explicit and easy to understand

with some occasions for more

complex meaning

Vocabulary: Mostly

contemporary, familiar,

conversational; rarely

unfamiliar or overly academic

Sentence Structure: Simple and

compound sentences, with

Conventionality: Explicit,

literal, straightforward, easy to

understand

Vocabulary: Contemporary,

familiar, conversational

language

Sentence Structure: Mainly

simple sentences

Wisconsin Standards for English Language Arts 98

some more complex

constructions

Knowledge

Demands

Subject Matter Knowledge:

Extensive, perhaps specialized, or

even theoretical discipline-specific

content knowledge; range of

challenging abstract and

theoretical concepts

Intertextuality: Many references or

allusions to other texts or outside

ideas, theories, etc.

Subject Matter Knowledge: Moderate

levels of discipline-specific content

knowledge; some theoretical

knowledge may enhance

understanding; range of recognizable

ideas and challenging abstract

concepts

Intertextuality: Some references or

allusions to other texts or outside

ideas, theories, etc.

Subject Matter Knowledge:

Everyday practical knowledge

and some discipline-specific

content knowledge; both simple

and more complicated abstract

ideas

Intertextuality: A few

references or allusions to other

texts or outside ideas, theories,

etc.

Subject Matter Knowledge:

Everyday, practical knowledge;

simple, concrete ideas

Intertextuality: No references

or allusions to other texts or

outside ideas, theories, etc.

Quantitative Measures of Text Complexity

A number of quantitative tools exist to help educators assess aspects of text complexity that are better measured by algorithm than by a human

reader. The discussion is not exhaustive, nor is it intended as an endorsement of one method or program over another. It is important to note that

used alone, quantitative measures of text complexity have shortcomings.

Numerous formulas exist for measuring the readability of various types of texts. Such formulas, including the widely used Flesch-Kincaid Grade Level

test, typically use word length and sentence length as proxies for semantic and syntactic complexity, respectively (roughly, the complexity of the

meaning and sentence structure). The assumption behind these formulas is that longer words and longer sentences are more difficult to read than

shorter ones; a text with many long words and/or sentences is thus rated by these formulas as harder to read than a text with many short words

and/or sentences would be. Some formulas, such as the Dale-Chall Readability Formula, substitute word frequency for word length as a factor, the

assumption here being that less familiar words are harder to comprehend than familiar words. The higher the proportion of less familiar words in a

text, the theory goes, the harder that text is to read. While these readability formulas are easy to use and readily available—some are even built into

various word processing applications—their chief weakness is that longer words, less familiar words, and longer sentences are not inherently hard to

read. In fact, series of short, choppy sentences can pose problems for readers precisely because these sentences lack the cohesive devices, such as

transition words and phrases, that help establish logical links among ideas and thereby reduce the inference load on readers.

Wisconsin Standards for English Language Arts 99

Like Dale-Chall, the Lexile Framework for Reading, developed by MetaMetrics, Inc., uses word frequency and sentence length to produce a single

measure, called a Lexile, of a text’s complexity. The most important difference between the Lexile system and traditional readability formulas is that

traditional formulas only assign a score to texts, whereas the Lexile Framework can place both readers and texts on the same scale. Certain reading

assessments yield Lexile scores based on student performance on the instrument; some reading programs then use these scores to assign texts to

students. Because it too relies on word familiarity and sentence length as proxies for semantic and syntactic complexity, the Lexile Framework, like

traditional formulas, may underestimate the difficulty of texts that use simple, familiar language to convey sophisticated ideas, as is true of much high-

quality fiction written for adults and appropriate for older students. For this reason and others, it is possible that factors other than word familiarity

and sentence length contribute to text difficulty. In response to such concerns, MetaMetrics has indicated that it will release the qualitative ratings it

assigns to some of the texts it rates and will actively seek to determine whether one or more additional factors can and should be added to its

quantitative measure. Other readability formulas also exist, such as the ATOS formula associated with the Accelerated Reader program developed by

Renaissance Learning. ATOS uses word difficulty (estimated grade level), word length, sentence length, and text length (measured in words) as its

factors. Like the Lexile Framework, ATOS puts students and texts on the same scale.

Figure 4. Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Text Complexity Grade Band

Lexile Ranges

K - 1

N/A

2 - 3

450 - 790

4 - 5

770 - 980

6 - 8

955 - 1155

9 - 10

1080 - 1305

11 - 12

1215 - 1355

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Reader and Task Considerations

The use of qualitative and quantitative measures to assess text complexity is balanced in the text complexity’ model by the expectation that educators

will employ professional judgment to match texts to particular students and tasks. Numerous considerations go into such matching. For example,

harder texts may be appropriate for highly knowledgeable or skilled readers, and easier texts may be suitable as an expedient for building struggling

readers’ knowledge or reading skill up to the level required by the Standards. Highly motivated readers are often willing to put in the extra effort

required to read harder texts that tell a story or contain information in which they are deeply interested. Complex tasks may require the kind of

information contained only in similarly complex texts.

Numerous factors associated with the individual reader are relevant when determining whether a given text is appropriate for him or her. The RAND

Reading Study Group identified many such factors in the 2002 report Reading for Understanding:

The reader brings to the act of reading his or her cognitive capabilities (attention, memory, critical analytic ability, inferencing,

visualization); motivation (a purpose for reading, interest in the content, self-efficacy as a reader); knowledge (vocabulary and topic

knowledge, linguistic and discourse knowledge, knowledge of comprehension strategies); and experiences.

As part of describing the activity of reading, the RAND group also named important task-related variables, including the reader’s purpose (which

might shift over the course of reading), “the type of reading being done, such as skimming (getting the gist of the text) or studying (reading the text

with the intent of retaining the information for a period of time),” and the intended outcome, which could include “an increase in knowledge, a solution

to some real-world problem, and/or engagement with the text.”

Representation and Diversity

This dimension of text complexity asks educators to consider the ways in which the author and speakers and/or events in a text contribute to the

inclusion of diverse voices in the curriculum.

Considerations include but are not limited to:

• How do the identities or experiences of this text’s SPEAKERS AND/OR EVENTS support the inclusion of diverse voices in the curriculum?

Which voices? Ideas to consider include but are not limited to race, immigration, ethnicity, religion, language, ability, gender, age, LGBTQIA

(lesbian, gay, bisexual, transgender, queer, intersex, and asexual), place, class.

Wisconsin Standards for English Language Arts 101

• How does the identity or experience of this text’s CREATOR(S) support the inclusion of diverse voices in the curriculum? Which voices? Ideas

to consider include but are not limited to race, immigration, ethnicity, religion, language, ability, gender, age, LGBTQIA (lesbian, gay, bisexual,

transgender, queer, intersex, and asexual), place, class.

• Which elements of this text, if any, provide an authentic account or reflection of peoples’ lived experiences? Ideas to consider include but are

not limited to setting, characters/speakers, events, language, and visual elements.

Representation and diversity also asks educators to consider the extent to which a text can engage readers in critical literary skills. Critical literacy

teaches readers to actively and reflectively engage with texts. Readers use critical literacy skills to interpret messages and challenge the power

relationships found within those messages.

Critical literacy considerations include but are not limited to:

• Are certain people or groups left out or given roles that don’t enable them to be heard? Are certain questions or topics not raised?

• What are some examples of similar texts or of other texts that would pair well with this one?

• What do I know about the text creator’s attitudes, beliefs or point of view in relation to the topic? How might this affect author and reader

positioning?

• What is the historical, social or cultural context in which this text was written? How can it be made relevant to a contemporary context?

Key Considerations Related to Text Complexity

Texts and Measurement Tools

• The tools for measuring text complexity are at once useful and imperfect. Quantitative tools have limitations because they only consider certain

dimensions of a text. Qualitative tools have limitations because they rely on the judgment of a human familiar with the qualitative elements of

text complexity to make judgments about a text. The Standards recommend that the results for complexity suggested by quantitative

measures be confirmed or overruled by a qualitative analysis of the text in question.

• Certain measures are less valid or inappropriate for certain kinds of texts. Current quantitative measures are suitable for prose. Until such time as

quantitative tools for capturing the complexity of poetry, plays, or graphic novels are developed, determining whether such texts are

appropriately complex for a given grade or grade band will necessarily be a matter of a qualitative assessment meshed with reader-task and

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representation and diversity considerations. Furthermore, texts for kindergarten and grade 1 may not be appropriate for quantitative analysis,

as they often contain difficult-to-assess features designed to aid early readers in acquiring written language.

• Many current quantitative measures underestimate the challenge posed by complex narrative fiction. Quantitative measures of text complexity,

particularly those that rely exclusively or in large part on word- and sentence-level factors, tend to assign sophisticated works of fiction

excessively low scores. For example, as illustrated in example 2 below, some widely used quantitative measures, including the Flesch-Kincaid

Grade Level test and the Lexile Framework for Reading, rate Grapes of Wrath as appropriate for grades 2–3. This is because Grapes of Wrath

expresses complex ideas in relatively commonplace language (familiar words and simple syntax), especially in the form of dialogue that mimics

everyday speech. The true complexity of Grapes of Wrath becomes evident when all elements of text complexity are considered.

Readers and Tasks

• Students’ ability to read complex text does not always develop in a linear fashion. The ability to independently read and comprehend grade-level

text is unlikely to occur at an unbroken pace. Students need opportunities to stretch their reading abilities but also to experience the

satisfaction and pleasure of easy, fluent. Such factors as students’ motivation, knowledge, and experiences must also come into play in text

selection. Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity.

Particular tasks may also require students to read harder texts than they would normally be required to. Conversely, teachers who have had

success using particular texts that are easier than those required for a given grade band should feel free to continue to use them so long as the

general movement during a given school year is toward texts of higher levels of complexity.

• Students reading well above and well below grade-band level need additional support. Students for whom texts within their text complexity grade

band (or even from the next higher band) present insufficient challenge must be given the attention and resources necessary to develop their

reading ability at an appropriately advanced pace. On the other hand, students who struggle greatly to read texts within (or even below) their

text complexity grade band must be given the support needed to enable them to read at a grade-appropriate level of complexity.

• Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity. As

they enter each new grade band, many students are likely to need at least some extra help as they work to comprehend texts at the high end of

the range of difficulty appropriate to the band. For example, many students just entering grade 2 will need some support as they read texts that

are advanced for the grades 2–3 text complexity band. Although such support is educationally necessary and desirable, instruction must move

generally toward decreasing scaffolding and increasing independence, with the goal of students reading independently and proficiently within

a given grade band by the end of the band’s final year (continuing the previous example, the end of grade 3).

Wisconsin Standards for English Language Arts 103

Representation and Diversity

• Know yourself and know your students. Understand your own identities, how they impacted your classroom experiences, and how they continue

to impact how you read and teach. Know your students’ identities without making assumptions or presumptions.

• Build and refine a classroom climate of trust and belonging. Text-based conversations about identity and personal experience require a classroom

climate of trust and belonging. Consider establishing and utilizing conversational norms.

• Text can build cultural competence. Utilize texts that address a variety of identities; show joy, creativity, and resilience of characters of non-

dominant or historically marginalized identities; and teach students about themselves or others.

• Text-based tasks matter. In addition to selecting texts that are culturally relevant, we do work to ensure students successfully engage with text.

This can include pre-reading activities, during reading activities, and after reading activities. What students are asked to do with a text impacts

its complexity.

• Building cultural competence is a way of teaching and being; it isn’t a special event. Texts that build cultural competence should be used regularly,

rather than as part of a particular unit of study or to mark an event (such as Black History Month). Evaluate your curriculum throughout a year

and throughout a student’s course of study to ensure texts are always thoughtfully selected.

Professional Learning Suggestions Related to Text Complexity

• Teach educators about the four dimensions of text complexity and work in groups to practice applying the dimensions to texts used in your

curriculum.

• Collaborate with school and public librarians to analyze and refine texts that are used for instruction, practice, and independent reading.

• Encourage educators to be readers of text on behalf of their students. Three of the four dimensions of text complexity rely on the expertise of a

human reader, so educators need to widely read texts that may appeal to their students and/or be relevant to their curriculum.

• Make updating text - print and digital for the school and classroom libraries - a budget priority. This is especially important to ensure that texts

reflect the most current social justice issues.

• “Measure” the complexity of texts used for large-group mini-lessons and/or significant anchor texts at each grade level. Adjust texts and/or

tasks to ensure students are reading and thinking within the grade-band.

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• Consider texts used across units and across a year. Notice complexity, especially representation and diversity, and tasks and purposes. Adjust

texts and/or tasks to ensure students experience the variety called for in the overarching statement for reading.

• Implement instructional strategies (including differentiation and the use of Universal Design for Learning or UDL) to support all students in

accessing grade level text in meaningful ways with the goal of each student becoming continually closer to independently reading and

comprehending grade level text.

• Work with families and community members to learn about text complexity together in order to implement a collection of diverse and complex

texts for use in school, homes, and the community.

Wisconsin Standards for English Language Arts 105

Appendix 4

Writing

Wisconsin Standards for English Language Arts 106

Appendix 3. Writing

The following information supplements the Writing standards in the main document. See the bibliography of this appendix for sources used in helping

construct these standards and the material below.

The writing standards, constructed to emphasize the need for students to write frequently and for various purposes, also allow teachers to create

authentic writing tasks that respect students’ identities and cultural backgrounds. This appendix defines terms and reference strategies that will

assist in the ongoing development of students as writers—providing connections between the other strands (Reading, Speaking and Listening

Language) that enhance students’ ability to use writing to engage effectively in the content area English Language Arts.

Modes:

Modes of writing should be taught in relation to rhetorical contexts, with a clear purpose to a specific audience. For example, one might write a

narrative to explain a phenomenon to those who would like to understand it, to tell a story about one’s family or historical legacy to remedy an

omission, to provide an anecdote as part of academic research to a scholarly audience, or as part of a political speech or campaign to community

members with shared concerns about an issue. Likewise, one might write a description as part of a creative poem to an audience of poetry-loving

classmates or to persuade community members to take a particular kind of action. If students know why they are writing a narrative (or argument,

description, etc.) and to whom, they can better engage with writing as a communicative act. Put another way, because writing at its heart is about

communication, modes must be taught as means to communicate.

Wisconsin Standards for English Language Arts 107

This graphic demonstrates

how modes of writing

interact and merge in the

categories presented in

Writing Standard 1 (creative,

reflective, and formal).

Culturally sustaining pedagogy in writing:

Culturally sustaining pedagogy involves: facilitating students’ use of home languages and dialects to make meaning; develop understandings of how

inequitable power relationships have shaped the histories of particular discourses, including Standardized English; encouraging students to write to

express themselves and intervene in their worlds; teaching students to listen to/read their peers’ writing with empathy, curiosity, and respect; helping

students learn to write in ways that exhibit respect for others.

Culturally sustaining language:

Ensuring students know how to use culturally sustaining language means helping them make informed and intentional choices about language.

Including home languages and dialects in both high stakes and low stakes writing and helping them understand the way discourses have been

associated with power in inequitable practices.

Wisconsin Standards for English Language Arts 108

Discourse:

Discourse is the organization and use of language (in verbal, written, or spoken form) to convey thoughts, ideas, experiences, and prior knowledge;

within its designated context (i.e., historical, regional, or professional).

Literary analysis:

Literary analysis is a writing genre whose purpose is to hone critical thinking skills and encourage students’ aesthetic appreciation of and critical

thinking about fiction, creative nonfiction, drama, poetry, and others.

Literary theory:

Literary theory provides a framing (through the use of text from a specific era, geographic location, cultural background, or identities) for writers to

analyze, critique, and interpret literary works.

Rhetorically authentic

Rhetorically authentic writing is writing in which writers have a stake, play a particular role, and write for a specific purpose and audience. Based on

provided or self-selected content and their own experiences, writers are taught to craft questions and prompts that inspire them to legitimately

engage with their writing and others’ writings in authentic ways.

Bibliography

Hammond, Zaretta L. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse

Students. Canada: Corwin Press, 2015.

Heverin, Abby. “Literary Theory's Potential in Secondary ELA Classrooms.” NCTE, September 20, 2016. https://ncte.org/blog/2016/09/literary-

theorys-potential-secondary-ela-classrooms/.

Lattimer, Heather. Real-World Literacies: Disciplinary Teaching in the High School Classroom. Urbana, IL: National Council of Teachers of English, 2014.

Samway, Katharine Davies. When English Language Learners Write: Connecting Research to PRACTICE, K-8. Portsmouth, NH: Heinemann, 2006.

Wisconsin Standards for English Language Arts 109

Appendix 5

Speaking and Listening and Language

Wisconsin Standards for English Language Arts 110

Appendix 5: Speaking & Listening and Language

The following supplements the Speaking & Listening and Language standards in the main document. See the bibliography of this appendix for sources

used in helping construct these standards and the material below.

Within the Speaking & Listening standards, the emphasis is on communication appropriate to task, purpose, and situation, while being able to explain

intentional language choices. Within the Language standards, the emphasis is on understanding how language functions differently depending on

culture, context, and intended impact, and being able to explain language and convention choices. Both strands of standards have the same research

base and utilize similar terms, so the supplement for these standards is grouped together in this appendix.

Code-Meshing:

The intentional incorporation of more than one language within speaking or writing to ‘exploit and blend those differences’ (Young et al., 2014, p. 43)

in a way that frees students to exercise identity and agency within their language use as they work to achieve the intended outcomes of their

communications. Code-meshing may incorporate instruction on the grammatical differences between DAE [Dominant American English] and AAL

[African American Language] or other languages, but its purpose is not the separation of languages according to audience or context. Rather, it

encourages the use and blending of multiple languages within a text to achieve specific goals, such as making a particular point, or employing language

for effect. Conversely, code-switching asks speakers to translate home languages to ‘appropriate’ or formal oral and written language, which is

typically deemed to be DAE (Lee and Handsfield, 2018 p. 161). The goal of code-meshing is to incorporate multiple languages into classrooms,

interrogate notions of which languages are ‘correct’ or ‘appropriate’ within those spaces, and to better support linguistically diverse students.

Communicative competence:

The knowledge of how to adjust one’s speech or writing to suit the specific audience, task, purpose, and occasion. This requires more than just the

knowledge of grammatical rules, but also the knowledge of the particular social and linguistic context one is in. Any linguistic expression is associated

with and often reproduces a set of attitudes, values, and beliefs about the world. To be a competent speaker or writer means to be able to recognize

and exploit such attitudes, values, and beliefs in order to achieve the desired outcome of the communication. Communicative competence, therefore,

refers to what a speaker needs to know, and what a child needs to learn, to be able to use language appropriately in specific social and cultural

settings. Communicative competence is the knowledge necessary for adequately communicating in real-life situations.

Standardized English:

The form of English considered appropriate for the specific situation, audience, and context one is speaking or writing for. Language is a social

behavior, so how people communicate is also situated within specific social contexts and interactions. Different situations, audiences, and contexts

Wisconsin Standards for English Language Arts 111

call for different forms of talk or writing. What is considered ‘correct’ or desirable for a particular discourse community changes over time (e.g.,

Chaucer’s English is no longer considered desirable in the vast majority of social contexts and interactions). The revised standards utilize the word

“standardized” as the term “standard” might suggest that all other variances are sub-standard; that there is one ‘correct,’ acceptable form of English,

when in fact, the way we speak or write changes depending on the situation and community we are in. Further, “standardized” is used to acknowledge

that those with political, social, and cultural privilege have determined and continue to uphold which varieties of English have prestige and are socially

desirable (Hudley & Mallinson, 2014); it does not mean it is the most correct form.

Ultimately, the goal of the Speaking & Listening and Language standards is to validate and sustain each student’s identity and the linguistic plurality

present in our state and country. We accomplish this by creating a classroom community where students use and value English in all its forms, rather

than valuing one form of standardized English above other forms (Hudley, Anne H. Charity and Mallinson, Christine, 2011).

Bibliography

Bomer, R. (2017). What Would It Mean for English Language Arts to Become More Culturally Responsive and Sustaining? Voices From the Middle,

24(3), 11-15.

Charity Hudley, Anne H. and Christine Mallinson. (2011). Understanding English Language Variation in U.S. Schools. New York and London:Teachers

College Press.

Charity Hudley, Anne H., Mallinson, Christine. (2014). We do language: English language variation in the secondary English classroom. New York:

Teachers College Press.

Communicative competence. (2004). In J. Swann, A. Deumert, T. Lillis, & et. al., A dictionary of sociolinguistics. Edinburg, UK: Edinburgh University Press.

Retrieved from

http://ezproxy.uwsp.edu/login?url=https://search.credoreference.com/content/entry/edinburghds/communicative_competence/0?institutionId=39

95.

Hymes, D. (1964). Directions in (ethno-)linguistic theory. In: Romney, A. & R. D’Andrade (eds.). Transcultural Studies of Cognition, (American

Anthropologist 66(3), Part 2, 6-56.

Hymes, D. (1967). Models of the interaction of language and social setting. In: Macnamara, J. (ed.). Problems of Bilingualism (Journal of Social Issues

23(2), 8-28.

Hymes, D. (1972). On communicative competence. In: Pride, J. & J. Holmes (eds.). Sociolinguistics. Harmondsworth: Penguin Books, 262-293.

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Hymes, D. (1974). Foundations in Sociolinguistics. An Ethnographic Approach. Philadelphia: University of Pennsylvania Press.

Hymes, D. (1992). The concept of communicative competence revisited. In: Putz, M. (ed.). Thirty Years of Linguistic Evolution. Amsterdam: John

Benjamins Publishing Co., 32-53.

Lee, A., & Handsfield, L. (2018). Code‐Meshing and Writing Instruction in Multilingual Classrooms. Reading Teacher, 72(2), 159-168.

Smagorinsky, Peter. (2015). Disciplinary Literacy in English Language Arts. Journal of Adolescent and Adult Literacy, 59(2), 141-46.

Young, Vershawn Ashanti, Barrett, Edward, and Young Rivera, Y’Shanda. (2014). Other People’s English: Code-Meshing, Code-Switching, and African

American Literacy. New York: Teachers College Press.