Wisconsin Essential Elements for English Language Arts

WISCONSIN

ESSENTIAL

ELEMENTS

FOR

English Language Arts

Wisconsin Department of Public Instruction

Jill K. Underly, PhD, State Superintendent

This publication is available from:

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53703

(608) 266-8960

https://dpi.wi.gov/standards and https://dpi.wi.gov/sped/topics/essential-elements

Representation matters. In finding a cover photo for these standards, DPI valued the following:

The cover would include a photograph of children rather than a photograph of objects or an illustration.

Children who use Essential Elements have significant cognitive disabilities. While not all significant cognitive disabilities are visible, it was

important to us to show a child with significant cognitive disabilities engaged in learning.

Children with significant cognitive disabilities can and should (to the extent determined by their IEP team) learn with their grade-level peers.

For this reason, we looked for a photograph that showed students learning together.

Multiple identities (such as race, gender, and disability) could be represented in the photo.

Children in the photo should be engaged in the major thinking of the discipline. This eliminated photographs of children engaged in rote tasks

(such as flashcards or copying equations).

In searching photos available open source and with payment, we were not able to find a photo that incorporated all of the values described.

This led DPI to question how students with significant cognitive disabilities – especially those who are from under-served populations – are

represented in images commonly used in publications. What you see on the cover is the best option DPI could find.

May 2022 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.

iii

Wisconsin Standards for English Language Arts

Table of Contents

Foreword.....................................................................................................................................................................................................

Acknowledgements

.................................................................................................................................................................................

vii

Section I: Wisconsin’s Approach to Academic Standards ........................................................................................................................... 1

Purpose

of the Document......................................................................................................................................................................

What

Are

Academic Standards?..........................................................................................................................................................

Relating the Academic Standards to All Students.........................................................................................................................

Ensuring a Process for Student Success ...........................................................................................................................................

Section II: Wisconsin Standards for English Language Arts ......................................................................................................................... 6

What is English Language Arts Education?......................................................................................................................................

English Language Arts Education in Wisconsin .............................................................................................................................

Standards

Structure ................................................................................................................................................................................

Wisconsin’s Essential Elements for English Language Arts ......................................................................................................

Section III:

Discipline: English Language Arts .....................................................................................................................................................

Standards ....................................................................................................................................................................................................

Disciplinary

Literacy................................................................................................................................................................................

Reading Foundational Skills Standards—Introduction................................................................................................................

Reading Standards—Introduction ......................................................................................................................................................

Anchor Standards for Reading.............................................................................................................................................................

Strand: Reading

.........................................................................................................................................................................................

Writing

Standards—Introduction .......................................................................................................................................................

Anchor Standards

for Writing..............................................................................................................................................................

Strand: Writing..........................................................................................................................................................................................

Speaking and Listening Standards—Introduction .........................................................................................................................

Anchor Standards for Speaking and Listening ...............................................................................................................................

Strand:

Speaking and Listening............................................................................................................................................................

Language Standards—Introduction ...................................................................................................................................................

Anchor Standards

for Language..........................................................................................................................................................

Strand: Language

......................................................................................................................................................................................

Wisconsin Standards for English Language Arts

Appendix 1: Wisconsin’s Key Shifts in English Language Arts ............................................................................................................................... 86

Bibliography ...................................................................................................................................................................................................... 91

Appendix 2: Reading Foundational Skills ....................................................................................................................................................................... 92

Phoneme-Grapheme Correspondences.................................................................................................................................................. 94

Phonological Awareness .............................................................................................................................................................................. 98

Orthography Categories of Phoneme-Grapheme Correspondences ........................................................................................ 102

Appendix 3: Text Complexity .......................................................................................................................................................................................... 108

Wisconsin’s 2020 Standards for English Language Arts: Approach to Text Complexity .................................................... 109

A Four-Part Model for Measuring Text Complexity ........................................................................................................................ 110

Qualitative and Quantitative Measures of Text Complexity ........................................................................................................ 111

Quantitative Measures of Text Complexity ....................................................................................................................................... 117

Reader and Task Considerations ............................................................................................................................................................ 119

Representation and Diversity .................................................................................................................................................................. 119

Key Considerations Related to Text Complexity .............................................................................................................................. 120

Appendix 4: Writing ............................................................................................................................................................................................................ 124

Modes .............................................................................................................................................................................................................. 125

Culturally Sustaining Pedagogy in Writing ......................................................................................................................................... 126

Culturally Sustaining Language ............................................................................................................................................................... 126

Discourse ........................................................................................................................................................................................................ 127

Literary Analysis........................................................................................................................................................................................... 127

Literary Theory ............................................................................................................................................................................................. 127

Rhetorically

Authentic

................................................................................................................................................................................ 127

Appendix 5: Speaking and Listening and Language ................................................................................................................................................. 128

Code-meshing ............................................................................................................................................................................................... 129

Communicative Competence .................................................................................................................................................................. 129

Standardized English .................................................................................................................................................................................. 130

Foreword

On March 23, 2022, I formally adopted the Wisconsin Essential Elements for English

Language Arts. This revised set of alternate academic achievement standards

provides a foundational framework that identifies what students with the most

significant cognitive disabilities should know and be able to do in English

language arts.

English language arts is an essential part of a comprehensive PK-12 education for

all students. Wisconsin students learn to use literacy to understand and

empower themselves and their worlds. The knowledge, skills, and citizenry skills

gained through English language arts education in Wisconsin schools support the

Wisconsin Department of Public Instruction’s vision of helping all students

graduate college, career, and community ready. The knowledge and

skills described provide a framework for parents, educators, school personnel, and community members to support their work in

teaching students with most significant cognitive disabilities the English language arts skills necessary to succeed in life after

graduation.

The Wisconsin Essential Elements for English Language Arts were reviewed and revised by a group of Wisconsin educators and

stakeholders who shared their expertise in English language arts and special education, as well as their expertise in teaching

students in kindergarten through grade 12. As part of Wisconsin’s Academic Standards review and revision process, the public

and legislature provided feedback for the writing committee to consider.

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 Essential Elements for English Language Arts, which aim to build

skills and knowledge in English Language Arts, and engagement opportunities for all Wisconsin students.

Dr. Jill Underly

State Superintendent

Wisconsin Essential Elements for English Language Arts

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: May Vang, University of Wisconsin-Whitewater

Jen Wensel, Milwaukee Public Schools

DPI Liaisons: Laura Adams, Literacy Consultant

Iris Jacobsen, Special Education Consultant

Barb Novak, Literacy Consultant

Nicole Horsley, Director, Literacy and Mathematics

Alyssa Carlson

Elcho School District

Angela Davis

Verona Area School District

Amanda DeVries

Portage Community Schools

Diane Eckes

School District of Greenfield

Emily Huttenbuerg

Middleton-Cross Plains

Area School District

Angela Klein

Mineral Point School District

Jenny Magee

Middleton-Cross Plains

Area School District

Ryan Mittelstaedt

Wilmot-Union High School

Heather Pauly

Concordia University,

Wisconsin

Mackenzie Ryan

Kenosha Unified School

District

Elizabeth Tomala

Genesee Lake School

Wisconsin Essential Elements for English Language Arts

Department of Public Instruction, Academic Standards

•

Nicole Horsley, Director, Literacy and Mathematics, and Director for Academic Standards

•

Meri Annin, Lead Visual Communications Designer

Department of Public Instruction Leaders

•

Duy Nguyen, Assistant State Superintendent, Division of Academic Excellence

•

Paul Manriquez, Assistant State Superintendent, Division for Learning Support

•

Julia Hartwig, Director, Special Education Team

•

Daniel Parker, Assistant Director, Special Education Team

•

John W. Johnson, Deputy State Superintendent, Office of the State Superintendent

•

Tom McCarthy, Executive Director, Office of the State Superintendent

Section I

Wisconsin’s Approach to Academic Standards

Wisconsin Standards for English Language Arts

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:

1. Every student has the right to learn.

2. Instruction must be rigorous and relevant.

3. Purposeful assessment drives instruction and affects learning.

4. Learning is a collaborative responsibility.

5. Students bring strengths and experiences to learning.

6. Responsive environments engage learners.

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

•

Program structure and integration

•

Curriculum redesign

•

Staffing and staff development

•

Scheduling and student grouping

•

Facility organization

•

Learning spaces and materials development

•

Resource allocation and accountability

•

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

Wisconsin Essential Elements for English Language Arts

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 Essential Elements for English Language Arts

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.

Ensuring a Process for Student Success

Wisconsin Essential Elements for English Language Arts

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

What is English Language Arts Education?

Wisconsin Standards for Name of Standard

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 Essential Elements for English Language Arts

•

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 Essential Elements for English Language Arts

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 Essential Elements for English Language Arts

All students, including students with the most significant cognitive disabilities, deserve and have a right to a quality educational experience, including

engagement in meaningful English Language Arts. This right includes, to the maximum extent possible, the opportunity to be involved in and meet the

same challenging expectations that have been established for all students. Wisconsin Essential Elements for English Language Ares are aligned with

college, career, and community ready expectations and include rigorous content and application for students with the most significant cognitive

disabilities. These alternate academic achievement standards are clearly linked to Wisconsin Standards for English Language Arts, promote access to the

general education curriculum, and reflect professional judgement of the highest expectation possible.

Wisconsin Essential Elements for English Language Arts

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:

Discipline.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 Essential Elements for English Language Arts

References

Charity Hudley, Anne H. and Christine Mallinson. 2011. Understanding English Language Variation in U.S. Schools. New York and London: Teachers

College Press.

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

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

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

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

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.

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

Wisconsin Department of Public Instruction. 2010. The Guiding Principles for Teaching and Learning. 2010. Madison, WI: Wisconsin Department of

Public Instruction. Retrieved from https://dpi.wi.gov/standards/guiding-principles.

Wisconsin Department of Public Instruction. 2012. Wisconsin Standards for English Language Arts. Madison, WI: Wisconsin Department of Public

Instruction.

Young, Vershawn Ashanti, Eward Barrett, and Y’Shanda Young Rivera. 2014. Other People’s English: Code-Meshing, Code-Switching, and African American

Literacy. New York: Teachers College Press.

Section III

Discipline: English Language Arts

Wisconsin Essential Elements for English Language Arts

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 and 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 (Charity Hudley and Mallinson 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).

Wisconsin Essential Elements for English Language Arts

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.

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 Essential Elements for English Language Arts

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, Koss, and

Martinex 2017; Sims Bishop 1990) and engage all learners.

Reading

Foundational

Skills

Standards—Introduction

Wisconsin Essential Elements for English Language Arts

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.

Strand: Reading Foundational Skills (Print Concepts)

Wisconsin Essential Elements for English Language Arts

Print Concepts - Kindergarten Print Concepts - Grade 1 Print Concepts - Grade 2

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.

EE.RF.K.1 Demonstrate emerging

understanding of the organization of print.

a. With guidance and support during

shared reading, demonstrate

understanding that books are read

one page at a time from beginning to

end.

b. Not applicable

c. Not applicable

d. Not applicable

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).

EE.RF.1.1 Demonstrate emerging

understanding of the organization of print.

a. Demonstrate understanding of the

organization and basic features of

print (e.g., left-to-right, top-to-

bottom orientation of print, one-to-

one correspondence between

written and spoken word).

Not applicable in grade 2.

Strand: Reading Foundational Skills (Phonological Awareness)

Wisconsin Essential Elements for English Language Arts

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.

EE.RF.K.2 Demonstrate emerging

understanding of spoken words, syllables,

and sounds (phonemes).

a. With guidance and support,

recognize rhyming words.

b. With guidance and support,

recognize the number of words in a

spoken message.

c. With guidance and support, identify

syllables in spoken

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.

EE.RF.1.2

Demonstrate understanding of

spoken words, syllables, and sounds

(phonemes).

a. Recognize rhyming words.

b. With guidance and support, match

orally presented segmented

phonemes (e.g., C-A-T) to pictures

or words illustrating the

corresponding word.

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.

EE.RF.2.2

Demonstrate understanding of

spoken words, syllables, and sounds

(phonemes).

a. Extend rhyming patterns

b. With guidance and support, add,

delete and substitute individual

sounds (phonemes) in simple, one-

syllable words to make new words.

Wisconsin Essential Elements for English Language Arts

d. With guidance and support, identify

single syllable spoken words with

the same onset (beginning sound) as

a familiar word.

e. With guidance and support,

recognize the number of sounds in

three-phoneme (consonant-vowel-

consonant, or CVC) words

f. With guidance and support,

recognize if words are minimal pairs

c. Identify a single syllable spoken

word with the same onset

(beginning sound) as a familiar word.

d. Not Applicable

e. Not Applicable

Wisconsin Essential Elements for English Language Arts

Strand: Reading Foundational Skills (Phonics & Word Recognition)

Phonics & Word Recognition -

Kindergarten

Phonics & Word Recognition - Grade 1 Phonics & 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.

EE.RF.K.3

Demonstrate emerging

awareness of print.

a. With guidance and support,

recognize first letter of own name in

print.

b. Not applicable

c. With guidance and support,

recognize environmental print.

d. Not applicable

Related to language standards:

L.K.6c Phonetically spell simple words

drawing on knowledge of letter-sound

relationships.

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.

EE.RF.1.3 Demonstrate emerging letter and

word identification skills.

a. Recognize and/or identify upper

case letters of the alphabet.

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.

• Know when to drop the final e

when adding an -ing, -ed endings.

(Silent-e vowel pattern base

word).

• Know when to double the final

consonant when adding a suffix. -

ing, -ed.

f. Recognize and read grade-

appropriate irregularly spelled

words.

EE.RF.2.3 Demonstrate emerging use of

letter-sound knowledge to read words.

Wisconsin Essential Elements for English Language Arts

Related to Reading Foundational standards:

L.K.6d Writes letters for most consonant

and short vowel sounds (phonemes).

b. With guidance and support,

recognize familiar words that are

used in everyday routines.

c. Not applicable

d. Not applicable

e. Not applicable

f. Not applicable

g. Not applicable

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.

Identify the lower case letters of the

alphabet.

b. Identify letter sound

correspondence for single

consonants.

c. Not applicable

d. Not applicable

e. Not applicable

f. Recognize 10 or more written

words.

Related to language standards:

See L.2.6 for additional

spelling/encoding/word analysis guidance.

Strand: Reading Foundational Skills (Fluency)

Wisconsin Essential Elements for English Language Arts

Fluency - Kindergarten Fluency - Grade 1 Fluency - Grade 2

RF.K.4 Read emergent-reader texts with

purpose and understanding.

EE.RF.K.4 Engage in purposeful shared

reading of familiar text.

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.

EE.RF.1.4 Begin to attend to words in print.

a. Engage in sustained, independent

study of books.

b. Participate in shared reading of a

variety of reading materials

reflecting a variety of text genres.

c. Not applicable

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.

EE.RF.2.4 Attend to words in print.

a. Read familiar text comprised of

known words.

b. Not applicable

c. With support, monitor for and

identify errors that disrupt

comprehension

Strand: Reading Foundational Skills (Phonics & Word Recognition)

Wisconsin Essential Elements for English Language Arts

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

RF.3.3 Know and apply grade-level phonics

and word analysis skills in decoding words.

Identify and know the meaning of the

most common prefixes and

derivational suffixes.

Decode words with common Latin

suffixes.

Decode multisyllable words that

include all learned syllable patterns

(see previous grade level standards

for specific targets).

Read grade-appropriate irregularly

spelled words.

Apply common encoding rules:

• Know when to drop the final e

when adding endings. (Silent-e

vowel pattern base word).

• Know when to double the final

consonant when adding a suffix.

EE.RF.3.3 Use letter-sound knowledge to

read words.

a. In context, demonstrate basic

knowledge of letter-sound

correspondences.

b. With models and supports, decode

and encode, in the way the child is

able, single syllable words with

common spelling patterns

(consonant-vowel- consonant [CVC]

or high frequency rimes).

c. Not applicable

RF.4.3 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.

EE.RF.4.3 Use letter-sound knowledge to

read words.

a. Use linguistic context and letter-

sound knowledge to identify

unfamiliar words.

b. Decode and encode, in the way the

child is able, single-syllable words

with common spelling patterns

(consonant-vowel-consonant [CVC]

or high- frequency rimes).

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.

EE.RF.5.3 Use letter-sound knowledge to

read words.

a. Decode and encode common sight

words and single syllable words.

See L.5.6 for additional

spelling/encoding/word analysis guidance.

Wisconsin Essential Elements for English Language Arts

Recognize 40 or more written

words.

e. Not applicable

See L.3.6 for additional

spelling/encoding/word analysis guidance.

Strand: Reading Foundational Skills (Fluency)

Wisconsin Essential Elements for English Language Arts

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.

EE.RF.3.4 Read words in text.

Read familiar text comprised of known

words.

a. With guidance and support, use

features of print to identify or

verbalize appropriate expression

while reading familiar texts.

b. Use context to determine missing

words that impede

comprehension in familiar texts.

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.

EE.RF.4.4 Read words in text.

Read text comprised of familiar words with

accuracy and understanding.

a. With decreasing support, use

features of print to identify or

verbalize appropriate expression

while reading familiar texts.

b. Use letter-sound knowledge and

context to support word recognition

when reading.

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.

EE.RF.5.4 Read words in text.

Read text comprised of familiar words with

accuracy and understanding.

a. Use features of print to identify or

verbalize appropriate expression

while reading familiar texts.

b. Use letter-sound knowledge and

context to confirm or self-correct

word recognition when reading.

Reading

Standards—Introduction

Wisconsin Essential Elements for English Language Arts

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.

Anchor Standards for Reading

Wisconsin Essential Elements for English Language Arts

Overarching Statement

Students will 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

Anchor Standard R1: Read closely to determine what the text says explicitly or 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 Essential Elements for English Language Arts

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

R.K.1 With prompting and support,

develop and answer questions about a

text. (RI&RL)

EE.R.K.1 With guidance and support,

identify details in familiar texts.(RI&RL)

R.1.1 Develop and answer questions

about key ideas and details in a text. (RI&RL)

EE.R.1.1

Identify details in familiar

texts. (RI&RL)

R.2.1 Develop and answer questions to

demonstrate an understanding of key ideas

and details in a text. (RI&RL)

EE.R.2.1

Given guidance and support,

answer “who”, “what” and “where” questions

in familiar texts. (RI&RL)

R.K.2 With prompting and support,

retell stories (RL); share key details from a

text. (RI)

EE.R.K.2

With guidance and support,

identify major events (RL) or the topic in a

familiar text (RI).

R.1.2 Identify a main topic or central idea

in a text with guidance and support; retell

important details. (RI&RL)

EE.R.1.2

With guidance and support,

identify important details (RI) and recount

major events (RL) in familiar texts.

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)

EE.R.2.2

Identify the topic of a text (RI) and

use details to recount events from familiar

stories (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)

EE.R.K.3

With guidance and support,

identify characters and settings (RL)

or important details and events (RI) in

familiar texts.

R.1.3 Describe characters, settings, and

important events in a story or pieces of

information in a text. (RI&RL)

EE.R.1.3 Identify characters and settings

(RL) or important details and events (RI) in

familiar texts.

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)

EE.R.2.3

Identify the actions of characters

(RL) or important details and events (RI) in

familiar and unfamiliar texts.

Wisconsin Essential Elements for English Language Arts

Craft & Structure - Kindergarten Craft & Structure - Grade 1 Craft & 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)

EE.R.K.4

With guidance and support,

indicate when an unknown word is used in

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)

EE.R.1.4

With guidance and support,

identify sensory or feeling words in a

familiar text; ask the reader to explain the

meaning of unknown words. (RI&RL)

R.2.4 Explain how specific words and

phrases express feelings, appeal to the

senses, or determine the meaning of

content-specific words within a text. (RI&RL)

EE.R.2.4

Use a text’s structure (e.g.,

repetition, rhyming, etc.) to identify specific

content, sensory, or feeling words that

meaningfully relate to the text. (RI&RL)

R.K.5 Identify literary and informational

texts. (RI&RL)

EE.R.K.5

With guidance and support,

recognize familiar texts (e.g., storybooks,

poems, informational texts) and locate the

front cover of the book. (RI&RL)

R.1.5 Identify a variety of genres and

explain major differences between literary

texts and informational texts. (RI&RL)

EE.R.1.5

With guidance and support,

identify a text as telling a story or teaching

facts (i.e., informational) and locate the front

cover, back cover, and title page of the

text. (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)

EE.R.2.5

Identify the beginning and end of

a familiar sequential text (RL) or identify

relevant graphics in an informational text

(RI).

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

the illustrator in presenting the ideas in a

text. (RI&RL)

EE.R.K.6

With guidance and support,

distinguish between words and

illustrations/graphics 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)

EE.R.1.6

Distinguish between words and

illustrations/graphics in a 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)

EE.R.2.6

With guidance and support,

identify words and graphic representations

that connect to the point of view, topic, or

important details of the text. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

Integration of Knowledge & Ideas -

Kindergarten

Integration of Knowledge & Ideas -

Grade 1

Integration of Knowledge & Ideas -

Grade 2

R.K.7 With prompting and support,

describe the relationship between

illustrations and the text. (RI&RL)

EE.R.K.7

With guidance and support,

identify illustrations or objects/tactual

information that go with the text. (RI&RL)

R.1.7 Use illustrations and details in

literary and informational texts to discuss

story elements or topics. (RI&RL)

EE.R.1.7

Identify illustrations or

objects/tactile information that go with the

text. (RI&RL)

R.2.7 Demonstrate understanding of

story elements and/or topics by applying

information gained from illustrations or text

features. (RI&RL)

EE.R.2.7

Identify illustrations or

objects/tactile information in text that

depict characters. (RI&RL)

R.K.8 With prompting and support,

identify specific information to support

ideas in a text. (RI)

EE.R.K.8

With guidance and support,

identify points the author makes in text.

(RI)

R.1.8 Identify specific information an

author or illustrator gives that supports

ideas in a text. (RI)

EE.R.1.8

Identify points the author makes

in familiar 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)

EE.R.2.8

Identify points the author makes

in text. (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)

EE.R.K.9

With guidance and support,

match similar parts of two familiar texts,

identifying the adventures or experiences

of a character. (RI&RL)

R.1.9 Compare and contrast two texts;

recognize that texts reflect one’s own and

others’ culture. (RI&RL)

EE.R.1.9

With guidance and support,

compare parts of two texts, identifying

adventures or experiences of characters in a

text as same or different. (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)

EE.R.2.9

Compare details in two texts;

recognize that texts reflect one’s own and

other’s culture. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

Key Ideas & Details - Grade 3 Key Ideas & Details - Grade 4 Key Ideas & 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)

EE.R.3.1

Answer who and what questions

to demonstrate understanding of details in a

text. (RI&RL)

R.4.1 Locate and refer to relevant details

and evidence when explaining what a text

says explicitly or implicitly and make logical

inferences. (RI&RL)

EE.R.4.1

Identify explicit details in a

text. (RI&RL)

R.5.1 Locate and refer to relevant details

and evidence when explaining what a text

says explicitly or implicitly and make logical

inferences. (RI&RL)

EE.R.5.1

Identify explicit details in a

text. (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)

EE.R.3.2 Identify details of a text. (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)

EE.R.4.2

Identify the theme or main idea

from a text. (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)

EE.R.5.2

Identify the theme or main idea

from a text when it is not explicitly

stated. (RI&RL)

R.3.3 Describe a character (traits,

motivations, 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)

EE.R.3.3 Identify the feelings of characters

in a story. (RL) Order two events from a text

as “first” and “next. (RI)

R.4.3 Describe a character (traits,

motivations, 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)

EE.R.4.3

Use details from the text to

describe characters in the text. (RL) Identify

an explicit detail that is related to an

individual event, or idea in a 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)

EE.R.5.3

Compare two characters in a

familiar story. (RL) Compare two individuals,

events or ideas in a text. (RI)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

Craft & Structure - Grade 3 Craft & Structure - Grade 4 Craft & 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)

EE.R.3.4 Determine words and phrases

that complete literal sentences in 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)

EE.R.4.4

Determine the meaning of words

in 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)

EE.R.5.4 Determine the intended meaning

of multimeaning and domain-specific words

and phrases. (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)

EE.R.3.5

With guidance and support,

determine the beginning, middle, and end of

a familiar story with a logical order (RL) and

use text features including headings and key

words to locate information in a text (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 and effect, and problem

and solution. (RI)

EE.R.4.5

Identify elements that are

characteristic of stories (RL) and

informational texts (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 and

effect, and problem and solution. (RI)

EE.R.5.5

With guidance and support,

identify a story element that undergoes

change from beginning to end (RL) and

determine if a text tells about events, gives

directions, or provides information on a

topic (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)

EE.R.3.6

Identify personal point of view

about 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)

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)

Wisconsin Essential Elements for English Language Arts

EE.R.4.6

Identify the narrator of a story

(RL); compare own experience to that

described within the text. In informational

text, compare and contrast a primary and

secondary source on the same event or

topic. (RI)

EE.R.5.6

With guidance and support,

determine the point of view of a narrator

(RL); compare two texts on the same topic

(RI).

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

Integration of Knowledge & Ideas -

Grade 3

Integration of Knowledge & Ideas -

Grade 4

Integration of Knowledge & 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)

EE.R.3.7

Identify parts of illustrations or

tactual information that depict story

elements. (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)

EE.R.4.7

Make connections between the

text representation and a visual, tactual, or

oral version 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)

EE.R.5.7

Identify illustrations, tactual or

multimedia elements that add to

understanding of a text. (RI&RL)

R.3.8 Explain how claims in a text are

supported by relevant reasons and evidence.

(RI)

EE.R.3.8

Identify two related points the

author makes in text. (RI)

R.4.8 Explain how claims in a text are

supported by relevant reasons and evidence.

(RI)

EE.R.4.8

Identify one or more reasons

supporting a specific point in a text. (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)

EE.R.5.8

Identify the relationship between

a specific point and supporting reasons in a

text. (RI)

R.3.9 Recognize genres and make

connections to other texts, ideas, cultural

perspectives, identities, eras, personal

events, and situations. (RI&RL)

EE.R.3.9

Identify similarities between two

texts and recognize that texts reflect one’s

own and others’ culture. (RI&RL)

R.4.9 Recognize genres and make

connections to other texts, ideas, cultural

perspectives, identities, eras, personal

events, and situations. (RI&RL)

EE.R.4.9

Identify similarities between two

texts and recognize that texts reflect one’s

own and others’ culture. (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)

EE.R.5.9

Compare and contrast details

gained from two texts and make connections

to other texts, ideas, cultural perspectives,

identities, eras, personal events, or

situations. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

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

R.6.1 Cite textual evidence to support an

analysis of what the text says explicitly or

implicitly and make logical inferences.

(RI&RL)

EE.R.6.1

Determine what a text says

explicitly as well as what simple inferences

should be drawn. (RI&RL)

R.7.1 Cite textual evidence to support an

analysis of what the text says explicitly or

implicitly and make logical inferences.

(RI&RL)

EE.R.7.1 Analyze text to identify where

information is explicitly stated and where

inferences must be drawn. (RI&RL)

R.8.1 Cite textual evidence that strongly

supports an analysis of what the text says

explicitly or implicitly and make logical

inferences. (RI&RL)

EE.R.8.1

Cite text to support inferences

from text. (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)

EE.R.6.2 Determine details in a text that

are related to the theme or main

idea. (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)

EE.R.7.2 Determine details in a text that

are related to the theme or main idea and

how it is developed over the course of a

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)

EE.R.8.2

Summarize a familiar text and

determine details related to the theme or

main idea. (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)

EE.R.6.3

In literary texts, identify how a

character responds to a challenge in a

text. (RL)

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)

EE.R.7.3

In literary texts determine how

two or more story elements are related. (RL)

In informational texts, identify how two

individuals, events, or ideas are related. (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)

EE.R.8.3

In literary texts, identify which

incidents in a text lead to subsequent action.

(RL) In informational texts, identify how two

Wisconsin Essential Elements for English Language Arts

In informational texts, identify a detail that

elaborates upon individuals, events, or ideas

introduced in a text. (RI)

or more individuals, events, or ideas are

related. (RI)

RI = Reading Information RL = Reading Literature

Wisconsin Essential Elements for English Language Arts

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 & Structure - Grade 6 Craft & Structure - Grade 7 Craft & 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)

EE.R.6.4

Determine how word choice

changes the meaning in 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)

EE.R.7.4

Determine how word choice

changes the meaning in 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)

EE.R.8.4

Determine the connotative

meanings of words and phrases in 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)

EE.R.6.5

Given guidance and support

determine the structure of a text (e.g., story,

poem, drama, argument, directions,

informational). (RI &RL)

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)

EE.R.7.5

Given guidance and support,

compare the structure of two or more texts

(e.g., stories, poems, dramas, argument,

directions, informational) and determine

how a fact, step, or event fits into the overall

structure of the text. (RI&RL)

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)

EE.R.8.5

Compare and contrast the

structure of two or more texts (RL and RI)

and use important details to identify the

main idea in an informational text.

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, or

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, or

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)

Wisconsin Essential Elements for English Language Arts

culture affect perspective. Analyze how the

author distinguishes his or her position from

that of others. (RI)

EE.R.6.6

With guidance and support,

identify words or phrases in the text that

describe or show the narrator, speaker, or

author’s point of view. (RI&RL)

culture affect perspective. Analyze how the

author distinguishes his or her position from

that of others. (RI)

EE.R.7.6

Identify words or phrases in the

text that describe or show the narrator,

speaker, or author’s point of view. (RI&RL)

In informational texts, explain how an

author’s geographic location, identity, or

culture affect perspective. Analyze how the

author addresses conflicting evidence or

viewpoints. (RI)

EE.R.8.6

Determine the narrator, speaker, or author’s

point of view and how it differs from the

audience or reader. (RI&RL)

RI = Reading Information RL = Reading Literature

Wisconsin Essential Elements for English Language Arts

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 & Ideas -

Grade 6

Integration of Knowledge & Ideas -

Grade 7

Integration of Knowledge & 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)

EE.R.6.7

Find similarities in information

presented in different media or formats as

well as in text. (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)

EE.R.7.7

Compare a text to an audio, video,

or multimedia version of the same

text. (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)

EE.R.8.7

Compare and contrast a text

version of a story, drama, or poem with an

audio, video, or live version of the same

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)

EE.R.6.8

Distinguish claims in a text

supported by reason. (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)

EE.R.7.8

Determine how a claim or reason

fits into the overall structure of a text. (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)

EE.R.8.8

Determine the argument made by

an author in a text. (RI)

R.6.9 Evaluate the quality of texts. Make

connections to other texts, ideas, cultural

perspectives, identities, eras, and personal

experiences. (RI&RL)

EE.R.6.9

Compare and contrast how two

texts describe details and make connections

to other texts, ideas, cultural perspectives,

R.7.9 Evaluate the quality of texts. Make

connections to other texts, ideas, cultural

perspectives, identities, eras, and personal

experiences. (RI&RL)

EE.R.7.9

Compare and contrast how two

texts describe details and make connections

to other texts, ideas, cultural perspectives,

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)

EE.R.8.9

Compare and contrast themes,

patterns of events, or characters across two

Wisconsin Essential Elements for English Language Arts

identities, eras, or personal

experiences. (RI&RL)

identities, eras, or personal

experiences. (RI&RL)

or more texts and make connections to

other texts, ideas, cultural perspectives,

identities, eras, or personal

experiences. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

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

R.9-10.1 Cite relevant textual evidence that strongly supports

analysis of what the text says explicitly or implicitly and make

logical inferences; develop questions for further exploration.

(RI&RL)

EE.R.9-10.1

Determine which citations demonstrate what the text

says explicitly as well as inferentially. (RI&RL)

R.11-12.1 Cite relevant textual evidence that strongly supports

analysis of what the text says explicitly or implicitly and make

logical inferences, including determining where the text is

ambiguous; develop questions for deeper understanding and for

further exploration. (RI&RL)

EE.R.11-12.1 Analyze a text to determine its meaning and cite

textual evidence to support explicit and implicit understandings.

(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)

EE.R.9-10.2

Given the theme or central idea, recount related

events and details (including character and setting details for

literary texts). (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)

EE.R.11-12.2

Recount the main events or ideas of a text which are

related to the theme or central idea. (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)

EE.R.9-10.3

Determine logical connections between characters,

individuals, ideas, or events in a text. (RI&RL)

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)

EE.R.11-12.3 Determine how characters, individuals, settings,

ideas, or events change over the course of the text. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

Craft & Structure - Grades 9 - 10 Craft & 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)

EE.R.9-10.4 Determine the meaning of words and phrases as they

are used in text, including common idioms, analogies, and figures of

speech. (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)

EE.R.11-12.4 Determine how words or phrases in a text, including

words with multiple meanings and figurative language, impact the

meaning. (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)

EE.R.9-10.5 Identify where a text deviates from a chronological

presentation of events (RL) and locate sentences that support an

author’s central idea or claim (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 or rhetorical technique, and audience appeal. (RI)

EE.R.11-12.5

Use a text’s ending (e.g., story (RL)) or structure (e.g,

informational (RI) and determine its impact on meaning of the text

as a whole.

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)

EE.R.9-10.6

Determine author’s point of view and compare with

own point of view. (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)

EE.R.11-12.6

Determine author’s point of view and compare and

contrast it with own point of view. (RI&RL)

RI = Reading Information RL = Reading Literature

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.

Wisconsin Essential Elements for English Language Arts

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

R.9-10.7 Analyze how a subject 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)

EE.R.9-10.7

Compare and contrast the representation of a subject

or topic 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)

EE.R.11-12.7 Compare two or more interpretations (e.g., recorded

or live production of a play or recorded novel or poetry) of a story,

drama, or poem. (RL) Analyze information presented in different

media on related topics to answer questions or solve problems. (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)

EE.R.9-10.8

Determine how the specific claims support the

argument made in a text. (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)

EE.R.11-12.8

Determine whether the claims and reasoning

enhance the author’s argument in a text. (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)

EE.R.9-10.9

Make informed judgements about text; make

connections to other texts, ideas, cultural perspectives, identities,

eras, and personal events or situations. (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)

EE.R.11-12.9 Evaluate the quality of texts; make connections to

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

personal events or situations. (RI&RL)

RI = Reading Information RL = Reading Literature

Wisconsin Essential Elements for English Language Arts

Writing

Standards—Introduction

Wisconsin Essential Elements for English Language Arts

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 Essential Elements for English Language Arts

Anchor Standards for Writing

Overarching Statement

Students will 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

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 Essential Elements for English Language Arts

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 & Purposes - Kindergarten Text Types & Purposes - Grade 1 Text Types & 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.

EE.W.K.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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.

EE.W.1.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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.

EE.W.2.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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 or 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 or 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 or 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

Wisconsin Essential Elements for English Language Arts

EE.W.K.2

With guidance and support, use

writing, dictation and/or drawing to

compose:

a. Opinion pieces in which they state

an opinion.

b. Informative/Explanatory text in

which they provide some

information about a predetermined

or self chosen topic.

c. Convey events, real or imagined

and narrate a single event or

several loosely linked events.

EE.W.1.2

With guidance and support, use

writing, dictation and/or drawing to

compose:

a. Opinion pieces in which they state

an opinion.

b. Informative/Explanatory text in

which they provide some

information about a predetermined

or self chosen topic.

c. Convey events, real or imagined

and narrate a single event or

several loosely linked events.

details to describe actions,

thoughts, and feelings; and use

temporal words to signal event

order, and provide a sense of

closure.

EE.W.2.2

With guidance and support, use

writing, dictation and/or drawing to

compose:

a. Opinion pieces in which they state

an opinion about a topic or text.

b. Informative/Explanatory text in

which they provide at least 1 fact

about a predetermined or self

chosen topic.

c. Convey events, real or imagined

and narrate a single event or

several loosely linked events.

Include some details regarding

what happened.

Wisconsin Essential Elements for English Language Arts

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 & Purposes –

Kindergarten (cont.)

Text Types & Purposes - Grade 1

(cont.)

Text Types & Purposes - Grade 2

(cont.)

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.

EE.W.K.3

With guidance and support, use

a combination of drawing, dictating and

writing to create a text that uses words

familiar to the student.

W.1.3 Create writing that utilizes:

a. Organization: Provide a beginning,

middle and a simple ending

b. Transitions: Use simple word

transitions and temporal words or

pictures that link ideas.

c. Word Choice (including domain

specific): Experiment with

descriptive words to describe

feelings, events, and images.

EE.W.1.3

With guidance and support, use

a combination of drawing, dictating and

writing to create a text that uses words

familiar to the student.

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): Use descriptive words to

demonstrate creativity and to

provide vivid examples of feelings,

events, and images.

EE.W.2.3

With guidance and support, use

a combination of drawing, dictating and

writing to create a text that uses words

familiar to the student and temporal words

to signal event order.

Wisconsin Essential Elements for English Language Arts

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 & Distribution of Writing -

Kindergarten

Production & Distribution of Writing -

Grade 1

Production & 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.)

EE.W.K.4 (Begins in grade 3)

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.)

EE.W.1.4 (Begins in grade 3)

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.)

EE.W.2.4 (Begins in grade 3)

W.K.5

With guidance and support from

adults, respond to questions and

suggestions from peers and add details to

strengthen writing as needed.

EE.W.K.5

With guidance and support from

adults, add more information to their own

drawing, dictation, or writing to strengthen

it.

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.

EE.W.1.5 With guidance and support

from adults, add more information to their

own drawing, dictation, or writing on a topic

to strengthen it.

W.2.5

With guidance and support from

adults and peers, focus on a topic and

strengthen writing as needed by revising

and editing.

EE.W.2.5 With guidance and support

from adults, focus their own drawing,

dictation, or writing on a topic and add more

details to strengthen their drawing,

dictation, or writing as needed.

Wisconsin Essential Elements for English Language Arts

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, or typing.

EE.W.K.6

With guidance and support from

adults, explore a variety of digital tools to

produce individual or group writing. With

guidance and support from adults, produce

writing through printing (including letter-

like marks or forming some printed letters).

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, or typing.

EE.W.1.6

With guidance and support from

adults, explore a variety of digital tools to

produce individual or group writing. With

guidance and support from adults, produce

writing through printing (including letter-

like marks or forming some printed letters).

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, or typing.

EE.W.2.6

With guidance and support from

adults and peers, use technology (including

assistive technologies) to produce and

publish writing. Learn to produce writing

through printing (including forming upper

and lower case letters).

Wisconsin Essential Elements for English Language Arts

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 & Present Knowledge

- Kindergarten

Inquiry to Build & Present Knowledge

- Grade 1

Inquiry to Build & 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).

EE.W.K.7 With guidance and

support, participate in shared inquiry and

writing projects.

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).

EE.W.1.7

With guidance and support,

participate in shared inquiry and writing

projects.

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).

EE.W.2.7

With guidance and support,

participate in shared and independent

inquiry and writing projects.

W.K.8

With guidance and support from

adults, recall information from experiences

or gather information from provided

sources to answer a question.

EE.W.K.8

With guidance and support from

adults, identify information, objects, or

events that relate to personal experiences.

W.1.8

With guidance and support from

adults, recall information from experiences

or gather information from provided

sources to answer a question.

EE.W.1.8

With guidance and support from

adults, identify information related to

personal experiences and answer simple

questions about those experiences.

W.2.8

Recall information from

experiences or gather information from

provided sources to answer a question.

EE.W.2.8

Identify information related to

personal experiences and answer simple

questions about those experiences.

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 Essential Elements for English Language Arts

EE.W.K.9

With guidance and support from

adults, recall key details from literary or

informational texts.

EE.W.1.9

With guidance and support from

adults, recall key details from literary or

informational texts.

EE.W.2.9

With guidance and support from

adults, recall key details from literary or

informational texts.

Wisconsin Essential Elements for English Language Arts

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 & Purposes - Grade 3 Text Types & Purposes - Grade 4 Text Types & 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.

EE.W.3.1

With guidance and support, use

drawing, dictating, or writing to compose writing

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.

EE.W.4.1

With guidance and support, use

drawing, dictating, or writing to compose writing

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.

EE.W.5.1

With guidance and support, use

drawing, dictating, or writing to compose writing

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 or explanatory texts in

which they introduce a topic, use facts,

definitions, and details to develop

points.

c. Convey events, real or imagined,

through narrative or short stories to

develop experiences or events using

descriptive details and clear event

sequences to establish a situation and

introduce a narrator 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 or short stories

which orients a reader by establishing a

real or imagined situation and

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 or short stories

which orients a reader by establishing a

real or imagined situation and

Wisconsin Essential Elements for English Language Arts

EE.W.3.2

With guidance and support, use

writing, dictation and/or drawing to compose:

a. Opinion pieces in which they state an

opinion about a topic or text and

include at least one reason to support

that opinion.

b. Informative/Explanatory text in which

they provide at least 2 facts about a

predetermined or self chosen topic.

c. Convey events, real or imagined and

narrate a single event or several

loosely linked events. Include some

details regarding what happened

and tell about the events in the order in

which they occurred.

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.

EE.W.4.2

With guidance and support, use

writing, dictation and/or drawing to compose:

a. Opinion pieces in which they state an

opinion about a topic or text and

include some reasons to support that

opinion.

b. Informative/Explanatory text in which

they introduce a topic and provide

some facts, details, and/or multimedia

content about a predetermined or self

chosen topic.

c. Convey events, real or imagined and

narrate a single event or several

loosely linked events. Include some

details regarding what happened

and tell about the events in the order in

which they occurred.

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.

EE.W.5.2

With guidance and support, use

writing, dictation and/or drawing to compose:

a. Opinion pieces in which they clearly

state an opinion about a topic or text

and include some reasons to support

that opinion.

b. Informative/Explanatory text in which

they introduce a topic and provide

some facts, details, and/or multimedia

content about a predetermined or self

chosen topic.

c. Convey events, real or imagined and

narrate a single event or several

loosely linked events. Include some

details regarding what happened

and tell about the events in the order in

which they occurred.

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.

Wisconsin Essential Elements for English Language Arts

Text Types & Purposes - Grade 3

(cont.)

Text Types & Purposes - Grade 4

(cont.)

Text Types & Purposes - Grade 5

(cont.)

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 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.

EE.W.3.3

With guidance and support, use

a combination of drawing, dictating and

writing to create a text that uses words

familiar to the student, temporal words to

signal event order, and a beginning, middle,

and end.

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 phrases to signal

event order and to link and build

connections between ideas, text,

and events.

c. Word Choice (including domain

specific): Experiment with words to

provide emphasis, addition,

contrast, or order to connect

themes and ideas.

E.W.4.3

With guidance and support, use a

combination of drawing, dictating and

writing to create a text that uses familiar

words, transitions to link and build

connections, temporal words to signal event

order, and a beginning, middle, and end.

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 select unique

words for emphasis, addition,

contrast, or order.

EE.W.5.3

Use a combination of drawing,

dictating and writing to create a text

that includes an introduction, body, and

conclusion. uses familiar words, transitions

to link and build connections, and temporal

words to signal event order.

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.

Wisconsin Essential Elements for English Language Arts

Production & Distribution of Writing -

Grade 3

Production & Distribution of Writing -

Grade 4

Production & 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.)

EE.W.3.4

With guidance and support,

produce writing that is appropriate for an

explicitly stated task, and expresses more

than one idea.

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.)

EE.W.4.4

With guidance and support,

produce writing that is appropriate for an

explicitly stated task or purpose, and

expresses more than one idea.

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.)

EE.W.5.4

Produce writing that is

appropriate for an explicitly stated task or

purpose, and expresses more than one idea.

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.

EE.W.3.5

With guidance and support from

adults and peers, including questions or

suggestions, revise their own writing,

dictation, or pictures.

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.

EE.W.4.5

With guidance and support from

adults and peers, plan before writing and

produce writing focused on the planned

topic, and revise their own writing,

dictation, or pictures.

W.5.5

Produce clear and coherent writing

in which the development and organization

are intentionally selected by teacher or

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.

EE.W.5.5

With guidance and support from

adults and peers, plan before writing and

produce writing focused on the planned

topic, and revise their own writing,

dictation, or pictures.

W.3.6

With guidance and support from

adults and peers, use digital tools to produce

and publish writing, including in

W.4.6

With some guidance and support

from adults, use a variety of digital tools to

produce and publish writing, including in

W.5.6

With some guidance and support

from adults, they intentionally select a

variety of digital tools to produce and

Wisconsin Essential Elements for English Language Arts

collaboration with peers. Learn to produce

writing through printing, cursive, or typing.

EE.W.3.6

With guidance and support from

adults, use digital tools to produce writing

while interacting and collaborating with

others. Learn to produce writing through

printing.

collaboration with peers. Learn to produce

writing through printing, cursive, or typing

(with sufficient command of keyboarding

skills to type a minimum of one page in a

single sitting).

EE.W.4.6

With guidance and support from

adults, use digital tools, including the

Internet, to produce writing while

interacting and collaborating with

others. Learn to produce writing through

printing and/or typing.

publish writing, including in collaboration

with peers. Proficiently produce writing

through printing, cursive, or typing (with

sufficient command of keyboarding skills to

type a minimum of two pages in a single

sitting).

EE.W.5.6With guidance and support

from adults, use digital tools, including

the Internet, to produce writing while

interacting and collaborating with

others. Learn to produce writing through

printing, cursive, and/or typing.

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.

Wisconsin Essential Elements for English Language Arts

Inquiry to Build & Present Knowledge

- Grade 3

Inquiry to Build & Present Knowledge

- Grade 4

Inquiry to Build & Present Knowledge

- Grade 5

W.3.7

Conduct short inquiry projects that

build knowledge about a topic.

EE..W.3.7

With guidance and support,

identify information about a shared or

independent inquiry topic.

W.4.7

Conduct short inquiry projects that

build knowledge through investigation of

different aspects of a topic.

EE.W.4.7

With guidance and support,

identify information about two or more

aspects of a shared or independent inquiry

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.

EE.W.5.7

With guidance and support,

identify information about two or more

aspects of a shared or independent inquiry

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.

EE.W.3.8

Sort information on a topic or

personal experience into two provided

categories and write or draw about each

one.

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.

EE.W.4.8

Recall and sort information from

personal experiences or a topic into given

categories and write or draw about each

one.

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.

EE.W.5.8

Recall relevant information from

experiences or gather relevant information

from print or digital sources, sort

information into given categories, and write

or draw about each one.

W.3.9

Recall facts from literary or

informational texts to support reflection and

inquiry.

EE.W.3.9

With guidance and support from

adults, recall key details from literary or

informational texts and generate reflection

or inquiry questions based on a reading of a

literary or informational text.

W.4.9

Recall and use facts from literary or

informational texts to support analysis,

reflection, and inquiry.

EE.W.4.9

With guidance and support from

adults, recall key details from literary or

informational texts to support reflection or

inquiry questions based on a reading of a

literary or informational text.

W.5.9 Draw evidence from literary or

informational texts to support analysis,

reflection, and inquiry.

EE.W.5.9

With guidance and support from

adults, recall key details from literary or

informational texts to support reflection or

inquiry questions based on a reading of a

literary or informational text.

Wisconsin Essential Elements for English Language Arts

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.

Wisconsin Essential Elements for English Language Arts

Text Types & Purposes - Grade 6 Text Types & Purposes - Grade 7 Text Types & 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.

EE.W.6.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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.

EE.W.7.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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.

EE.W.8.1

With guidance and support, use

drawing, dictating, or writing to compose

writing 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,

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 or 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,

Wisconsin Essential Elements for English Language Arts

EE.W.6.2

With guidance and support, use

writing and/or dictation to write in a variety

of modes:

a. Write an argument with a clearly

stated claim about a topic and

include clear reasons to support

that claim.

b. Write informative texts which

introduce a topic and provide facts,

details, and/or multimedia content

to develop the topic.

c. Write narratives to convey events

and experiences, real or imagined.

d. Include dialogue, details regarding

what happened, and tell about the

events in the order in which they

occurred.

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

introduce a narrator or characters

using techniques, such as dialogue,

pacing, description, and reflection,

to develop experiences, events, and

characters.

EE.W.7.2

With guidance and support, use

writing and/or dictation to write in a variety

of modes:

a. Write an argument with a clearly

stated claim about a topic and

include clear reasons to support

that claim.

b. Write informative texts which

introduce a topic and provide facts,

details, and/or multimedia content

to develop the topic. Provide a

concluding statement.

c. Write narratives to convey events

and experiences, real or imagined.

Include dialogue, details, and tell

about the events in the order in

which they occurred.

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.

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 introduce a narrator

or characters using techniques, such as

dialogue, pacing, description, and reflection,

to develop experiences, events, and

characters.

EE.W.8.2

With guidance and support, use

writing and/or dictation to write in a

variety of modes:

a. Write an argument with a clearly

stated claim about a topic and

include clear reasons to support

that claim. Organize reasons

logically.

b. Write informative texts which

introduce a topic and provide well

chosen facts, details, and/or

multimedia content to develop the

topic. Provide a concluding

statement.

c. Write narratives to convey events

and experiences, real or imagined.

Include dialogue, details, character

descriptions, and tell about the

events in the order in which they

occurred.

Wisconsin Essential Elements for English Language Arts

Strand: Writing Standards 6-12

Wisconsin Essential Elements for English Language Arts

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 & Purposes - Grade 6

(cont.)

Text Types & Purposes- Grade 7 (cont.) Text Types & Purposes -Grade 8 (cont.)

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.

EE.W.6.3

Use a combination of drawing,

dictating and writing to create a text

that includes an introduction, body, and

conclusion, uses words that convey specific

details, transitions to link and build

connections, and temporal words to signal

event order.

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.

EE.W.7.3

Use a combination of drawing,

dictating and writing to create a text

that includes an introduction, body, and

conclusion, uses words that convey specific

details, transitions to link and build

connections, and temporal words to signal

event order.

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: Vary 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.

EE.W.8.3

Use a combination of drawing,

dictating and writing to create a text

that includes an introduction, body, and

conclusion, uses words that convey specific

details, transitions to link and build

connections, and temporal words to signal

event order.

Strand: Writing Standards 6-12

Wisconsin Essential Elements for English Language Arts

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 & Distribution of Writing -

Grade 6

Production & Distribution of Writing -

Grade 7

Production & 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.)

EE.W.6.4

Produce writing that is

appropriate for the task, purpose, or

audience.

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.)

EE.W.7.4

Independently and

collaboratively produce writing that is

appropriate for the task, purpose, or

audience.

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.)

EE.W.8.4

Independently and

collaboratively produce writing that is

appropriate for the task, purpose, or

audience.

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.

EE.W.6.5

With guidance and support from

adults and peers, plan before writing and

produce writing focused on the planned

topic, and revise and edit their own writing,

dictation, or pictures.

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.

EE.W.7.5

With guidance and support from

adults and peers, plan before writing and

produce writing focused on the planned

topic, and revise and edit their own writing,

dictation, or pictures.

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.

EE.W.8.5

With guidance and support from

adults and peers, plan before writing and

produce writing focused on the planned

topic, and revise and edit their own writing,

dictation, or pictures.

W.6.6

Use technology, (including paper

and pencil, internet, audio, visual,

multilingual, multimodal, mobile, or other

interactive formats), to produce and publish

W.7.6

Use technology, (including paper

and pencil, internet, audio, visual,

multilingual, multimodal, mobile, or other

interactive formats), to produce and publish

W.8.6

Use technology, (including paper

and pencil, internet, audio, visual,

multilingual, multimodal, mobile, or other

interactive formats), to produce and publish

Wisconsin Essential Elements for English Language Arts

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, 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.

EE.W.6.6 Use digital tools, including the

Internet, to produce and publish writing

while interacting and collaborating with

others. Produce writing through printing,

cursive, and/or typing.

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.

EE.W.7.6 Use technology, (including paper

and pencil, internet, audio, visual, and/or

other interactive formats) to produce

writing to interact and collaborate with

others. Produce writing through printing,

cursive, and/or typing.

writing and present the relationships

between information and ideas efficiently

as well as to interact and collaborate with

others.

EE.W.8.6 Use technology,(including paper

and pencil, internet, audio, visual, and/or

other interactive formats) to produce

writing to interact and collaborate with

others. Produce writing through printing,

cursive, and/or typing.

Wisconsin Essential Elements for English Language Arts

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 & Present Knowledge

- Grade 6

Inquiry to Build & Present Knowledge

- Grade 7

Inquiry to Build & 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.

EE W.6.7 With guidance and support,

conduct short inquiry projects to answer a

question.

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.

EE.W.7.7

With guidance and support,

conduct short inquiry projects to answer a

question.

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.

EE.W.8.7

With guidance and support,

conduct short inquiry projects to answer a

question and generate additional questions

for further research.

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.

EE.W.6.8

Gather information about a

given topic from multiple print or digital

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.

EE.W.7.8

Identify quotes providing

relevant information about a topic from

multiple print or digital sources.

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.

EE.W.8.8

Select quotes providing relevant

information about a topic from multiple

print or digital sources.

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 Essential Elements for English Language Arts

EE.W.6.9

With guidance and support from

adults, draw evidence from literary or

informational texts to support reflection or

inquiry questions based on a reading of a

literary or informational text.

EE.W.7.9

With guidance and support from

adults, draw evidence from literary or

informational texts to support reflection or

inquiry questions based on a reading of a

literary or informational text.

EE.W.8.9

With guidance and support from

adults, draw evidence from literary or

informational texts to support reflection or

inquiry questions based on a reading of a

literary or informational text.

Wisconsin Essential Elements for English Language Arts

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 & Purposes - Grades 9-10 Text Types & 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.

EE.W.9-10.1 With guidance and support as needed, use dictating,

or writing to compose writing 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.

EE.W.11-12.1

With guidance and support as needed, use

dictating, or writing to compose writing 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 that 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

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 that 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

Wisconsin Essential Elements for English Language Arts

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, or characters.

EE.W.9-10.2

With guidance and support, use writing and/or

dictation to write in a variety of modes:

a. Write an argument or literary analysis with a clearly stated

claim and valid reasons to support the claim. Organize

reasons logically and develop the claim fairly.

b. Write informative texts which introduce a topic and

provide well chosen facts, details, and/or multimedia

content to develop the topic and convey information

clearly and accurately. Provide a concluding statement.

c. Write narratives to convey events and experiences, real or

imagined. Include dialogue, relevant details, character

descriptions, and tell about the events and in a logical

sequence.

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.

EE.W.11-12.2

With guidance and support, use writing and/or

dictation to write in a variety of modes:

a. Write an argument or literary analysis with a clearly stated

claim and valid and sufficient reasons to support

the claim. Organize reasons logically and develop the

claim fairly.

b. Write informative texts which introduce a topic and

provide well chosen facts, details, quotes, and/or

multimedia content to develop the topic and convey

information clearly and accurately. Provide a concluding

statement.

c. Write narratives to convey events and experiences, real or

imagined. Include dialogue, relevant details,

characterization, and tell about the events and in a logical

sequence.

Strand: Writing Standards 6-12

Wisconsin Essential Elements for English Language Arts

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 & Purposes - Grades 9-10 (cont.) Text Types & Purposes - Grades 11-12 (cont.)

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.

EE.W.9-10.3 Use a combination of drawing, dictating and writing

to create a text that includes an introduction, body, and conclusion,

uses words that convey specific details, transitions to link and build

connections, and temporal words to signal event order.

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.

EE.W.11-12.3 Use a combination of drawing, dictating and

writing to create a text that includes an introduction, body, and

conclusion, uses words that convey specific details, transitions to

link and build connections, and temporal words to signal event

order.

Strand: Writing Standards 6-12

Wisconsin Essential Elements for English Language Arts

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 & Distribution of Writing - Grades 9-10 Production & 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.)

EE.W.9-10.4

Produce writing that is appropriate for the task,

purpose, and audience.

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.)

EE.W.11-12.4

Produce clear and coherent writing that is

appropriate to a particular task, purpose, and audience.

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.

EE.W.9-10.5

With guidance and support from adults and peers as

needed, plan before writing, produce writing for a specific purpose

and focused on a planned topic, and revise and edit their own writing,

dictation, or pictures.

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.

EE.W.11-12.5

With guidance and support from adults and peers

as needed, plan before writing, produce writing for a specific

purpose and focused on a planned topic, and revise and edit their

own writing, dictation, or pictures.

W.9-10.6 Make informed and intentional decisions about

technology use (including paper and pencil, internet, audio, visual,

multilingual, multimodal, mobile, 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, 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.

Wisconsin Essential Elements for English Language Arts

EE.W.9-10.6

Make intentional decisions about technology use

(including paper and pencil, internet, audio, visual, and/or other

interactive formats) to produce, publish, and update individual or

shared writing products. Proficiently produce writing through

printing, cursive, and/or typing.

EE.W.11-12.6

Make intentional decisions about technology use

(including paper and pencil, internet, audio, visual, and/or other

interactive formats) to produce, publish, and update individual or

shared writing products. Proficiently produce writing through

printing, cursive, and/or typing.

Strand: Writing Standards 6-12

Wisconsin Essential Elements for English Language Arts

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 & Present Knowledge - Grades 9-10 Inquiry to Build & 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.

EE.W.9-10.7

With guidance and support as needed, conduct

inquiry projects to answer a question or solve a problem.

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.

EE.W.11-12.7

With guidance and support as needed, conduct

inquiry projects to answer a question or solve a problem using

information from multiple sources.

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.

EE.W.9-10.8

Write answers to research questions by selecting

relevant information from multiple resources.

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.

EE.W.11-12.8 Write answers to research questions by selecting

relevant information from multiple resources.

W.9.10.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research. (Apply grades 9-10

Reading standards)

EE.W.9-10.9

With guidance and support from adults, draw

evidence from literary or informational texts to support reflection,

analysis or inquiry questions based on a reading of a literary or

informational text.

W.11-12.9

Draw evidence from literary or informational texts to

support analysis, reflection, and research. (Apply grades 11-12

Reading standards)

EE.W.11-12.9

With guidance and support from adults, draw

evidence from literary or informational texts to support reflection,

analysis or inquiry questions based on a reading of a literary or

informational text.

Wisconsin Essential Elements for English Language Arts

Speaking

and

Listening

Standards—Introduction

Wisconsin Essential Elements for English Language Arts

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 Essential Elements for English Language Arts

Anchor Standards for Speaking and Listening

Students will 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

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 Essential Elements for English Language Arts

Strand: Speaking and 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 & Collaboration - Comprehension & Collaboration - Comprehension & Collaboration -

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 or

text.

d. Consider individual differences

when communicating with others.

EE.SL.K.1 With guidance and support,

participate in conversations with others.

a. Communicate directly with

supportive adults or peers.

b. Participate in multiple-turn

communication exchanges with

support from adults.

c. Respond to questions about the

topic or 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.

EE.SL.1.1 With guidance and support,

participate in conversations with adults.

a. Engage in multiple-turn exchanges

with supportive adults.

b. Build on comments or topics

initiated by an adult.

c. Use one or two words to ask

questions related to the topic or

text.

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.

EE.SL.2.1

With guidance and support,

participate in conversations with adults and

peers.

a. Engage in multiple-turn exchanges

with peers with support from an

adult.

b. Build on others’ talk in

conversations

c. Ask for clarification and further

explanation as needed about the

topics and texts under discussion.

Wisconsin Essential Elements for English Language Arts

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.

EE.SL.K.2

With guidance and support,

demonstrate an emerging understanding of

a familiar text read aloud or information

presented orally or through other media by

answering questions

SL.1.2

Ask and answer questions about key

details in a text read aloud or information

presented orally or through other media.

EE.SL.1.2

During shared reading activities,

answer questions about details 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.

EE.SL.2.2

Demonstrate an emerging

understanding of a familiar text read aloud

or information presented orally or through

Related to Reading Foundational

standards (RF.2.3).

102

Wisconsin Essential Elements for English Language Arts

EE.L.K.6 Not applicable

EE.L.1.6 Demonstrate emerging

understanding of conventions of

standardized English.

a. With guidance and support,

capitalize own name.

b. With guidance and support during

shared writing, put a period at the

end of a sentence.

c. Not applicable

d. With guidance and support, use

letters to create words.

e. With guidance and support during

shared writing, identify the letters

that represent sounds needed to

spell words.

EE.L.2.6

Demonstrate emerging

understanding of conventions of

standardized English.

a. With guidance and support,

capitalize the first letter of familiar

names.

b. Not applicable

c. Not applicable

d. Identify printed rhyming words with

the same spelling pattern.

e. Consult print in the environment to

support reading and spelling.

103

Wisconsin Essential Elements for English Language Arts

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 or

listener interest, and style.

104

Wisconsin Essential Elements for English Language Arts

EE.L3.1 Use language to achieve desired

outcomes when communicating.

a. Use language to make simple

requests, comment, or share

information.

b. Not applicable

c. Identify key words.

EE.L.4. 1 Use language to achieve desired

outcomes when communicating.

a. Use language to express emotion.

b. Notice the differences in language

between formal and informal

situations.

c. Communicate effectively with peers

and adults.

d. Choose appropriate punctuation.

EE.L.5.1 Use language to achieve desired

meaning when communicating.

a. Notice that standardized English is

only one dialect of many.

b. Notice the differences in language

between familiar and unfamiliar

contexts.

c. Notice the varieties of English (e.g.,

dialects, registers) used in stories,

dramas, or poems.

d. Expand sentences for meaning,

interest, and style.

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.

105

Wisconsin Essential Elements for English Language Arts

Vocabulary Acquisition & Use –

Grade 3

Vocabulary Acquisition & Use –

Grade 4

Vocabulary Acquisition & 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.

c. Use resources to determine word

meanings.

EE.L.3.2 Demonstrate knowledge of word

meanings.

a. With guidance and support, use

sentence level context to determine

what word is missing from a

sentence read aloud.

b. With guidance and support, identify

the temporal meaning of words

when common affixes (-ing, - ed) are

added to common verbs.

c. Not applicable

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.

EE.L.4.2 Demonstrate knowledge of word

meanings.

a. Use context as a clue to guide

selection of a word that completes a

sentence read aloud by an adult.

b. Use frequently occurring root

words (e.g., talk) and the words that

result when word endings are added

(e.g., talked, talking, talks).

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).

EE.L.5.2 Demonstrate knowledge of word

meanings.

a. Use frequently occurring root

words (e.g., talk) and the words that

result when word endings are added

(e.g., talked, talking, talks).

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.

106

Wisconsin Essential Elements for English Language Arts

Vocabulary Acquisition & Use -

Grade 3 (cont.)

Vocabulary Acquisition & Use -

Grade 4 (cont.)

Vocabulary Acquisition & Use -

Grade 5 (cont.)

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).

107

Wisconsin Essential Elements for English Language Arts

EE.L.3.3 Demonstrate understanding of

word relationships and use.

a. Determine the literal meaning of

words and phrases in context.

b. Identify real-life connections

between words and their use (e.g.,

happy: “I am happy.”).

c. Identify words that describe

personal emotional states.

EE.L.4.3 Demonstrate understanding of

word relationships and use.

a. Determine the literal meaning of

words and phrases in context.

b. Use common idioms (e.g., no way,

not a chance, you bet, it’s a deal,

we’re cool).

c. Demonstrate understanding of

opposites.

d. Identify words that describe

personal emotional states.

EE.L.5.3 Demonstrate understanding of

word relationship and use.

a. Determine the literal meaning of

words and phrases in context.

b. Not applicable

c. Demonstrate understanding of

words that have similar meanings

d. Identify words that describe an

increasing number of personal

emotional states.

108

Wisconsin Essential Elements for English Language Arts

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 & Use -

Grade 3 (cont.)

Vocabulary Acquisition & Use -

Grade 4 (cont.)

Vocabulary Acquisition & Use -

Grade 5 (cont.)

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.).

EE.L.3.4 Use words acquired through

conversations, being read to, and during

shared reading activities.

a. Demonstrate understanding of

words that signal spatial and

temporal relationships (e.g., behind,

under, after, soon, next, later).

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).

EE.L.4.4 Use words acquired through

conversations, being read to, and during

shared reading activities

a. Identify key domain-specific

vocabulary

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).

EE.L.5.6 Use words acquired through

conversations, being read to, and during

shared reading activities including domain-

specific words.

a. Identify conjunctions

109

Wisconsin Essential Elements for English Language Arts

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,

and

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 adjective;.

d. adjectives, adverbs, conjunctions;

e. compound and complex sentences;

and

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, and

d. use of “they” and “their” when

referring to singular people or ideas.

110

Wisconsin Essential Elements for English Language Arts

EE.L.3.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use regular plural nouns in

communication.

b. Use present and past tense verbs.

c. Uses noun + verb, noun + adjective,

and subject + verb + object

combinations in communication.

d. Not applicable

e. Notice easily confused words.

EE.L.4.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use possessive pronouns.

b. Combine common nouns with verbs,

nouns, or pronouns in

communication.

c. Not applicable

d. Use comparative and superlative

adjectives to describe people or

objects.

e. Use common prepositions (e.g., to,

from, in, out, on, off, by, with).

f. Combine three or more words in

communication.

EE.L.5.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use frequently occurring

conjunctions: and, but, or, for,

because.

b. Form and use the past tense of

frequently occurring irregular verbs

(e.g., went, sat, ate, told).

c. Not applicable

d. Not applicable

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 base 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,

and

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; and

c. spell grade-level words correctly

using reference materials to solve

words and edit written work as

needed.

111

Wisconsin Essential Elements for English Language Arts

g. Use learned syllable patterns and

reference materials to solve and

write unknown words.

EE.L.3.6 Demonstrate understanding of

conventions of standardized English.

a. Capitalize the first letter of familiar

names.

b. During shared writing, indicate the

need to add a period at the end of a

sentence.

c. Not applicable

d. Not applicable

e. Use resources as needed to spell

common high frequency words

accurately.

f. Use spelling patterns in familiar

words with common spelling

patterns to spell words with the

same spelling pattern.

g. Consult print in the environment to

support reading and spelling.

EE.L.4.6 Demonstrate understanding of

conventions of standardized English.

a. Capitalize the first word in a

sentence.

b. Not applicable

c. Not applicable

d. Spell words phonetically, drawing

on knowledge of letter- sound

relationships, and/or common

spelling patterns.

EE.L.5.6 Demonstrate understanding of

conventions of standardized English.

a. Not applicable

b. Not applicable

c. Spell untaught word phonetically,

drawing on letter-sound

relationships and common spelling

patterns.

112

Wisconsin Essential Elements for English Language Arts

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 or 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 or

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 or 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 or 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.

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Wisconsin Essential Elements for English Language Arts

EE.L.6.1 Use language to achieve desired

outcomes when communicating.

a. Notice that standardized English is

only one dialect of many and has a

specific history.

b. Notice the language demands of a

writing/speaking situation (i.e.

formal, informal) and respond in an

appropriate way.

c. Expand or combine sentences for

meaning, interest, and style.

d. Maintain consistency in use of

language.

EE.L.7.1 Use language to achieve desired

outcomes when communicating.

a. Notice that standardized English is

only one dialect of many and has a

specific history that is implicated in

power relationships.

b. Notice the language demands of a

writing/speaking situation (i.e.

formal, informal) and respond in an

appropriate way.

c. Maintain consistency in use of

language.

d. Notice redundancy in language.

EE.L.8.1 Use language to achieve desired

outcomes when communicating.

a. Notice that standardized English is

only one dialect of many and has a

specific history that is implicated in

power relationships.

b. Notice the language demands of a

writing/speaking situation (i.e.

formal, informal) and respond in an

appropriate way.

c. Use to-be verbs (am, are, is, was,

were, be, become, became)

accurately when writing and

communicating.

d. Begin to develop metacognitive

awareness as writers and speakers

by explaining the reasons for

language choices.

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.

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Wisconsin Essential Elements for English Language Arts

Vocabulary Acquisition & Use -

Grade 6

Vocabulary Acquisition &Use -

Grade 7

Vocabulary Acquisition & 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.

EE.L.6.2 Demonstrate knowledge of word

meanings.

a. Use context to determine which

word is missing from a content area

text.

b. Use frequently occurring root

words (e.g., like) and the words that

result when affixes are added (e.g.,

liked, disliked, liking).

c. Seek clarification and meaning

support when unfamiliar words are

encountered while reading or

communicating.

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.

EE.L.7.2 Demonstrate knowledge of word

meanings.

a. Use context to determine which

word is missing from a text.

b. Use frequently occurring root

words (e.g., like) and the words that

result when affixes are added (e.g.,

liked, disliked, liking).

c. Seek clarification and meaning

support when unfamiliar words are

encountered while reading or

communicating.

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.

E.L.8.2 Demonstrate knowledge of word

meanings.

a. Use context to determine which

word is missing from a content area

text.

b. Use frequently occurring root

words (e.g., like) and the words that

result when affixes are added (e.g.,

liked, disliked, liking).

c. Seek clarification and meaning

support when unfamiliar words are

encountered while reading or

communicating.

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.

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Wisconsin Essential Elements for English Language Arts

Vocabulary Acquisition & Use -

Grade 6 (cont.)

Vocabulary Acquisition &Use -

Grade 7 (cont.)

Vocabulary Acquisition & Use -

Grade 8 (cont.)

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 and

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.

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.

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.

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.

Analyze the impact of specific word choice

on meaning and tone, including analogies or

allusions to other texts.

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Wisconsin Essential Elements for English Language Arts

EE.L.6.3 Demonstrate understanding of

word relationships and use.

a. Determine the meaning of words in

a text, distinguish between literal

and non-literal language.

b. Identify the meaning of simple

similes (e.g., The man was as big as a

tree.).

c. Not applicable

d. Demonstrate understanding of

words by identifying other words

with similar and different meanings

EE.L.7.3 Demonstrate understanding of

word relationships and use.

a. Identify the literal and nonliteral

meanings of words in context.

b. Identify rhyme and repetition

(letters, words, or phrases)

EE.L.8.3 Demonstrate understanding of

word relationships and use.

a. Identify the literal and nonliteral

meanings of words in context.

b. Use descriptive words to add

meaning when writing and

communicating.

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.

EE.L.6.4 Use general academic and domain-

specific words and phrases across contexts.

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.

EE.L.7.4 Use general academic and domain-

specific words and phrases across contexts.

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.

EE.L.8.4 Use general academic and domain-

specific words and phrases across contexts.

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Wisconsin Essential Elements for English Language Arts

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;

and

b. strategies to improve expression in

conventional language.

EE.L.6.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use personal pronouns (e.g., he, she,

they) per the preference of the

subject.

b. Use indefinite pronouns.

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; and

c. recognizing and correcting dangling

modifiers.

EE.L.7.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use simple phrases.

b. Produce complete simple sentences

when writing or communicating.

c. Not applicable

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; and

c. recognizing and correcting shifts in

verb voice and mood.

EE.L.8.5 Demonstrate standardized English

grammar and usage when communicating.

a. Use appropriate verbs to match

nouns.

b. Form and use the simple verb tenses

(e.g., I walked, I walk, I will walk).

c. Not applicable

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Wisconsin Essential Elements for English Language Arts

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,

and

b. correct spelling.

EE.L.6.6 Demonstrate understanding of

conventions of standardized English.

a. Use question marks at the end of

written questions.

b. Spell untaught words phonetically,

drawing on letter-sound

relationships and common spelling

patterns.

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 and

b. correct spelling.

EE.L.7.6 Demonstrate understanding of

conventions of standardized English.

a. Use end punctuation when writing a

sentence or question.

b. Spell words phonetically, drawing

on knowledge of letter- sound

relationships and/or common

spelling patterns.

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, and

c. correct spelling.

EE.L.8.6 Demonstrate understanding of

conventions of standardized English.

a. Use end punctuation and

capitalization when writing a

sentence or question.

b. Not applicable

c. Spell words phonetically, drawing

on knowledge of letter- sound

relationships and/or common

spelling patterns.

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Wisconsin Essential Elements for English Language Arts

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.

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Wisconsin Essential Elements for English Language Arts

EE.L.9-10.3.1 Use language to achieve desired outcomes when

communicating.

a. Notice that standardized English is only one dialect of many

and has a specific history that is implicated in power

relationships.

b. Notice the language demands of a writing/speaking

situation (i.e. formal, informal) and respond in an

appropriate way.

c. Continue to develop metacognitive awareness as writers

and speakers by explaining the reasons for language

choices.

d. Not applicable

EE.L.11-12.1 Use language to achieve desired outcomes when

communicating.

a. Notice that standardized English is only one dialect of many

and has a specific history that is implicated in power

relationships.

b. Notice the language demands of a writing/speaking

situation (i.e. formal, informal) and respond in an

appropriate way.

c. Continue to develop metacognitive awareness as writers

and speakers by explaining the reasons for language

choices.

d. Not applicable.

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Wisconsin Essential Elements for English Language Arts

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 & Use - Grades 9-10 Vocabulary Acquisition & 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).

EE.L.9-10.2 Demonstrate knowledge of word meanings.

a. Use context to determine the meaning of unknown.

b. Identify and use root words and the words that result when

affixes are added or removed.

c. Consult reference materials (dictionaries, online

vocabulary supports) to clarify the meaning of unfamiliar

words encountered when reading.

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).

EE.L.11-12.2 Demonstrate knowledge of word meanings.

a. Use context to determine the meaning of unknown words.

b. Identify and use root words and the words that result when

affixes are added or removed.

c. Consult reference materials (dictionaries, online

vocabulary supports) to clarify the meaning of unfamiliar

words encountered when reading.

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Wisconsin Essential Elements for English Language Arts

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).

EE.L.9-10.3 Demonstrate understanding of word relationships and

use.

a. Interpret common figures of speech.

b. Determine the intended meaning of multiple meaning

words.

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.

EE.L.11-12.3 Demonstrate understanding of word relationships and

use.

a. Interpret common figures of speech

b. Determine the intended meaning of multiple meaning

words.

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.

EE.L.9-10.4 Use general academic and domain specific words and

phrases across contexts.

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.

EE.L.11-12.4 Use general academic and domain specific words and

phrases across contexts.

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Wisconsin Essential Elements for English Language Arts

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.

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).

EE.L.9-10.5 Demonstrate standardized English grammar and usage

when communicating.

a. Not applicable

b. Use a variety of parts of speech (nouns, verbs, pronouns,

adjectives, and prepositions) in writing or communication

to convey information.

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.

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).

EE.L.11-12.5 Demonstrate standardized English grammar and

usage when communicating.

a. Use conventions of standard English when needed.

b. Not applicable.

c. Use digital, electronic, and other resources and tools to

improve uses of language as needed.

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Wisconsin Essential Elements for English Language Arts

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.

a. Use colons and semicolons appropriately.

b. Spell correctly.

EE.L.9-10.6 Demonstrate understanding of conventions of

standardized English.

a. Use a comma and conjunction to combine two simple

sentences.

b. Spell most single-syllable words correctly and apply

knowledge of word chunks in spelling longer words.

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.

a. 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).

b. Spell correctly.

EE.L.11-12.6 Demonstrate understanding of conventions of

standardized English.

a. Demonstrate conventions of standard English including

capitalization, ending punctuation, and spelling when

writing.

b. Spell most single-syllable words correctly and apply

knowledge of word chunks in spelling longer words.

Endnotes

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Wisconsin Essential Elements for English Language Arts

a. Charity Hudley, Anne H. and Christine Mallinson. 2011. Understanding English Language Variation in U.S. Schools. New York and London:

Teachers College Press.

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

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

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

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

Appendix 1

Wisconsin’s Key Shifts in English Language Arts

Appendix 1. Wisconsin’s Key Shifts in English Language Arts, 2020

127

Wisconsin Standards for English Language Arts

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 the 2020 Wisconsin 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:

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);

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 1990);

sustain linguistic plurality by teaching students to use and value English in all its forms (rather than valuing standardized English above other

languages) (Charity Hudley and Mallinson 2011);

identify, investigate, and answer questions that are of interest to students; and

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Wisconsin Essential Elements for English Language Arts

use writing, speaking, and other forms of communication to educate and advocate for change in their communities (Christensen 2009; Lewison,

Flint, and 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:

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;

reads and creates texts in a variety of formats, about a variety of topics, and representing many genres, including reading and writing for

enjoyment;

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; and

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:

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Wisconsin Essential Elements for English Language Arts

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);

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; and

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:

evaluates evidence provided within texts they read, listen to, or view;

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;

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; and

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Wisconsin Essential Elements for English Language Arts

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.)

The 2020 Wisconsin 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:

engages with texts that are intentionally organized around topics to build student knowledge and vocabulary to support work toward

independent reading and comprehension;

locates, reads, and understands nonfiction text to answer questions important to the student; and

asks questions while reading and seeks out nonfiction texts to answer those questions.

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Wisconsin Essential Elements for English Language Arts

Bibliography

The Aspen Education & Society Program and the Council of Chief State School Officers. 2017. Leading for Equity: Opportunities for State Education

Chiefs. Washington, D.C: The Aspen Education & Society Program.

Charity Hudley, Anne H. and Christine Mallinson. 2011. Understanding English Language Variation in U.S. Schools. New York and London: Teachers

College Press.

Christensen, L.M. 2009. Teaching for Joy and Justice: Re-imagining the Language Arts Classroom. Milwaukee: Rethinking Schools.

Common Core State Standards Initiative. 2020. “Key Shifts in English Language Arts.” (Accessed May, 2020). http://www.corestandards.org .

Lewison, M., A.S. Flint and K. Van Sluys. 2002. “Taking on critical literacy: The journey of newcomers and novices.” Language Arts 79(5), 382-392.

Luke, A. 2004. Foreword in M. McLaughlin and G. Devoogd, G. Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.

National Governors Association Center for Best Practices, Council of Chief State School Officers. 2010. Common Core State Standards English Language

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

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

Appendix 2

Reading Foundational Skills

Appendix 2. Reading Foundational Skills

Wisconsin Standards for English Language Arts 133

The following supplements the Reading Standards: Foundational Skills (K–5) in the main document (Section III). See the bibliography of this appendix

for sources used in helping construct the foundational skills and the material below.

Decoding is 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 is 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, and Meisinger 2010).

•

Accuracy is 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 is 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 is the expression, intonation, and purposeful phrasing used to give meaning to the text.

Students demonstrate fluency during oral reading through effortless word recognition, steady and 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.

Phoneme-Grapheme

Correspondences

(sound

letter

correspondence)

Wisconsin Standards for English Language Arts 134

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.

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

Continued next page.

Wisconsin Standards for English Language Arts 135

/v/ van, dove v, ve

/s/

sit, pass, science, psychic s, ss, sc, ps

/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 136

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.

Vowel Phoneme-Grapheme Correspondences in English

Phoneme Word Examples Common Graphemes (Spellings) for the

Phoneme*

/ē/ see, these, me, eat, key, happy, chief, either ee, e_e, -e, ea, ey, -y, ie, ei

/ĭ/ sit, gym i, y

/ā/ make, rain, play, great, baby, eight, vein, they a_e, ai, ay, ea, -y, eigh, ei, ey

/ĕ/

bed, breath e, ea

/ă/

cat a

/ī/ time, pie, cry, right, rifle i_e, ie, -y, igh, -i

/ŏ/ fox, swap, palm o, wa, al

/ŭ/ cup, cover, flood, tough u, o, oo, ou

/aw/ saw, pause, call, water, bought aw, au, all, wa, ough

/ō. vote, boat, toe, snow, open o_e, oa, oe, ow, o-

/oo/ took, put, could oo, u, ou

Continued on next page.

Wisconsin Standards for English Language Arts 137

/ū/ [oo] moo, tube, blue, chew, suit, soup oo, u_e, ue, ew, ui, ou

/y//ū/ 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 138

Phonological

Awareness

Phonological awareness is 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 139

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 140

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/

cink /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 141

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 142

Orthography