THE NEXT TOP FIRM
WHAT IS THE NEXT TOP FIRM ENRICHMENT EXPERIENCE
In the Next Top Firm Enrichment Experience, you will form groups to create your own advertising agencies. Then, all the advertising agencies will compete in challenges to win advertising accounts for real, local businesses in Trussville. In each challenge, a local business will give a set of guidelines for advertising their business. It is up to each group how they want to meet these guidelines but also stand out from the other agencies, so that the business will choose their advertisement over the others. In the process of designing your advertising campaign, you will: create and use different types of technology, learn about advertising strategies, learn how to write a business plan, and develop a budget for your campaign. Local businesses will use the advertisements created by the challenge winners to advertise. The group that wins the most accounts
becomes the Next Top Firm.
becomes the Next Top Firm.
YOUR ADVERTISING PORTFOLIO
Not only will your experience be meaningful because it involves interacting with real Trussville business owners, every student will leave the Next Top Firm Experience with a real advertising portfolio that includes the following items.
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PROFESSIONAL PORTFOLIO
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SITUATIONAL
ANALYSIS
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ADVERTISING
TACTICS
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MEDIA STRATEGY
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MARKETING PLAN
A Client Marketing Plan is a detailed report explaining how
an advertising company plans to carry out an advertising plan. |
BUDGET
A Client Budget is a detailed spreadsheet that shows the amount of money that will be
spent on each aspect of the Marketing Plan. |
PRESENTATION PITCH
The Client Presentation Pitch is the slideshow that an advertising company presents to their client along with the final advertising campaign, and a video of the pitch to the client.
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ALABAMA STANDARDS ADDRESSED
5th GRADE ENGLISH LANGUAGE ARTS
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Details
Key Ideas and Details
STANDARD 10:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.5.1]
STANDARD 11:
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]
STANDARD 12:
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]
READING STANDARDS FOR INFORMATIONAL TEXT
Craft and Structure
Craft and Structure
STANDARD 13:
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. [RI.5.4]
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. [RI.5.4]
STANDARD 14:
Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5]
Compare and contrast the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in two or more texts. [RI.5.5]
STANDARD 15:
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. [RI.5.6]
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. [RI.5.6]
READING STANDARDS FOR INFORMATIONAL TEXT
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
STANDARD 16:
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [RI.5.7]
STANDARD 17:
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]
STANDARD 18:
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. [RI.5.9]
WRITING STANDARDS
Text Types and Purposes
Text Types and Purposes
STANDARD 22:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose. [W.5.1a]
b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]
d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose. [W.5.1a]
b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]
d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]
STANDARD 23:
Write informative or explanatory texts to examine a topic and convey ideas and information
clearly. [W.5.2]
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
[W.5.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic. [W.5.2b]
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast,
especially). [W.5.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
Write informative or explanatory texts to examine a topic and convey ideas and information
clearly. [W.5.2]
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
[W.5.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic. [W.5.2b]
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast,
especially). [W.5.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
STANDARD 24:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an
event sequence that unfolds naturally. [W.5.3a]
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations. [W.5.3b]
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an
event sequence that unfolds naturally. [W.5.3a]
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations. [W.5.3b]
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
WRITING STANDARDS
Production and Distribution of Writing
Production and Distribution of Writing
STANDARD 25:
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [W.5.4]
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [W.5.4]
STANDARD 26:
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [W.5.5]
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [W.5.5]
STANDARD 27:
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]
WRITING STANDARDS
Research to Build and Present Knowledge
Research to Build and Present Knowledge
STANDARD 28:
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic. [W.5.7]
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic. [W.5.7]
STANDARD 29:
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]
STANDARD 30:
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]
b. Apply Grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which
point[s]). [W.5.9b]
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]
b. Apply Grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which
point[s]). [W.5.9b]
WRITING STANDARDS
Range of Writing
Range of Writing
STANDARD 31:
Write routinely over extended time frames, including time for research, reflection, and revision,
and shorter time frames such as a single sitting or a day or two for a range of discipline-specific
tasks, purposes, and audiences. [W.5.10]
Write routinely over extended time frames, including time for research, reflection, and revision,
and shorter time frames such as a single sitting or a day or two for a range of discipline-specific
tasks, purposes, and audiences. [W.5.10]
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
Comprehension and Collaboration
STANDARD 32:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [SL.5.1]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion. [SL.5.1a]
b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]
c. Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others. [SL.5.1c]
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from
the discussions. [SL.5.1d]
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 5 topics and texts, building on others’ ideas and expressing their own clearly. [SL.5.1]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion. [SL.5.1a]
b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]
c. Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others. [SL.5.1c]
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from
the discussions. [SL.5.1d]
STANDARD 33:
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]
STANDARD 34:
Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence. [SL.5.3]
Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence. [SL.5.3]
SPEAKING AND LISTENING STANDARDS
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
STANDARD 35:
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace. [SL.5.4]
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace. [SL.5.4]
STANDARD 36:
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]
STANDARD 37:
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See Grade 5 Language standards 38 and 40 for specific expectations). [SL.5.6]
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See Grade 5 Language standards 38 and 40 for specific expectations). [SL.5.6]
SPEAKING AND LISTENING STANDARDS
Knowledge of Language
Knowledge of Language
STANDARD 39:
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
a. Use punctuation to separate items in a series.* [L.5.2a]
b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest
of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [L.5.2c]
d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
a. Use punctuation to separate items in a series.* [L.5.2a]
b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest
of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). [L.5.2c]
d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
STANDARD 40:
Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]
a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]
Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]
a. Expand, combine, and reduce sentences for meaning, reader or listener interest, and style. [L.5.3a]
SPEAKING AND LISTENING STANDARDS
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
STANDARD 41:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase. [L.5.4a]
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase. [L.5.4a]
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]
STANDARD 42:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.5.5]
a. Interpret figurative language, including similes and metaphors, in context. [L.5.5a]
b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.5.5b]
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words. [L.5.5c]
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.5.5]
a. Interpret figurative language, including similes and metaphors, in context. [L.5.5a]
b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.5.5b]
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words. [L.5.5c]
STANDARD 43:
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]
6th GRADE ENGLISH LANGUAGE ARTS
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Details
Key Ideas and Details
STANDARD 11:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]
STANDARD 12:
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2]
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2]
STANDARD 13:
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [RI.6.3]
READING STANDARDS FOR INFORMATIONAL TEXT
Craft and Structure
Craft and Structure
STANDARD 14:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [RI.6.4]
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [RI.6.4]
STANDARD 15:
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [RI.6.5]
STANDARD 16:
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. [RI.6.6]
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. [RI.6.6]
READING STANDARDS FOR INFORMATIONAL TEXT
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
STANDARD 17:
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. [RI.6.7]
STANDARD 18:
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [RI.6.8]
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [RI.6.8]
STANDARD 19:
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [RI.6.9]
WRITING STANDARDS
Text Types and Purposes
Text Types and Purposes
STANDARD 21:
Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text. [W.6.1b]
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal style. [W.6.1d]
e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text. [W.6.1b]
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal style. [W.6.1d]
e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
STANDARD 22:
Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples. [W.6.2b]
c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]
e. Establish and maintain a formal style. [W.6.2e]
f. Provide a concluding statement or section that follows from the information or explanation presented.
[W.6.2f]
Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples. [W.6.2b]
c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]
e. Establish and maintain a formal style. [W.6.2e]
f. Provide a concluding statement or section that follows from the information or explanation presented.
[W.6.2f]
STANDARD 23:
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]
a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both;
organize an event sequence that unfolds naturally and logically. [W.6.3a]
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters. [W.6.3b]
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time
frame or setting to another. [W.6.3c]
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events. [W.6.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.6.3]
a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both;
organize an event sequence that unfolds naturally and logically. [W.6.3a]
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters. [W.6.3b]
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time
frame or setting to another. [W.6.3c]
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events. [W.6.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]
WRITING STANDARDS
Production and Distribution of Writing
Production and Distribution of Writing
STANDARD 24:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above). [W.6.4]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above). [W.6.4]
STANDARD 25:
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6). [W.6.5]
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-6). [W.6.5]
STANDARD 26:
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
Production and Distribution of Writing
Production and Distribution of Writing
STANDARD 27:
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [W.6.7]
STANDARD 28:
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [W.6.8]
STANDARD 29:
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]
b. Apply Grade 6 Reading standards to literary nonfiction (e.g., ―Trace and evaluate the argument and
specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not‖). [W.6.9b]
Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]
b. Apply Grade 6 Reading standards to literary nonfiction (e.g., ―Trace and evaluate the argument and
specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not‖). [W.6.9b]
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
Comprehension and Collaboration
STANDARD 31:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.6.1]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. [SL.6.1d]
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.6.1]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. [SL.6.1d]
STANDARD 32:
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [SL.6.2]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. [SL.6.1d]
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [SL.6.2]
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. [SL.6.1d]
STANDARD 33:
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. [SL.6.3]
SPEAKING AND LISTENING STANDARDS
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
STANDARD 34:
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]
STANDARD 35:
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. [SL.6.5]
STANDARD 37:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate [SL.6.6]
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate [SL.6.6]
SPEAKING AND LISTENING STANDARDS
Knowledge of Language
Knowledge of Language
STANDARD 39:
Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]
a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]
b. Maintain consistency in style and tone.* [L.6.3b]
Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]
a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]
b. Maintain consistency in style and tone.* [L.6.3b]
STANDARD 40:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase. [L.6.4a]
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
audience, auditory, audible). [L.6.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary). [L.6.4d]
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase. [L.6.4a]
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
audience, auditory, audible). [L.6.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary). [L.6.4d]
STANDARD 41:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5]
a. Interpret figures of speech (e.g., personification) in context. [L.6.5a]
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better
understand each of the words. [L.6.5b]
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
stingy, scrimping, economical, wasteful, thrifty). [L.6.5c]
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5]
a. Interpret figures of speech (e.g., personification) in context. [L.6.5a]
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better
understand each of the words. [L.6.5b]
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
stingy, scrimping, economical, wasteful, thrifty). [L.6.5c]
STANDARD 42:
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]
7th GRADE ENGLISH LANGUAGE ARTS
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Details
Key Ideas and Details
STANDARD 10:
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]
STANDARD 11:
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2]
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2]
STANDARD 12:
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3]
READING STANDARDS FOR INFORMATIONAL TEXT
Craft and Structure
Craft and Structure
STANDARD 13:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [RI.7.4]
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [RI.7.4]
STANDARD 14:
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. [RI.7.5]
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. [RI.7.5]
STANDARD 15:
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. [RI.7.6]
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. [RI.7.6]
READING STANDARDS FOR INFORMATIONAL TEXT
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
STANDARD 16:
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). [RI.7.7]
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). [RI.7.7]
STANDARD 17:
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. [RI.7.8]
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. [RI.7.8]
STANDARD 18:
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.[RI.7.9]
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.[RI.7.9]
WRITING STANDARDS
Text Types and Purposes
Text Types and Purposes
STANDARD 21:
A
A
WRITING STANDARDS
Production and Distribution of Writing
Production and Distribution of Writing
STANDARD 23:
A
A
WRITING STANDARDS
Research to Build Knowledge
Research to Build Knowledge
STANDARD 28:
A
A
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
Comprehension and Collaboration
STANDARD 30:
A
A
STANDARD 31:
A
A
STANDARD 32:
A
A
SPEAKING AND LISTENING STANDARDS
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
STANDARD 33:
A
A
STANDARD 34:
A
A
LANGUAGE STANDARDS
Knowledge of Language
Knowledge of Language
STANDARD 40:
A
A
8th GRADE ENGLISH LANGUAGE ARTS
READING STANDARDS FOR INFORMATIONAL TEXT
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
STANDARD 16:
A
A
STANDARD 17:
A
A
STANDARD 18:
A
A
9th GRADE ENGLISH LANGUAGE ARTS
READING STANDARDS FOR INFORMATIONAL TEXT
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
STANDARD 16:
A
A
STANDARD 17:
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]
5th GRADE MATH
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