K-12 ASL Content Standards

Sign opinion pieces in which they introduce the topic or name the text they are signing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Sign informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Sign narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal signs to signal event order, and provide some sense of closure.

Sign opinion pieces in which they introduce the topic or name the text they are signing about, state an opinion, supply reasons for the opinion, use linking signs (e.g., transitional signs: PLUS, WHY-Q) to connect opinion and reasons, and provide a concluding statement or section.

Sign informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Sign narratives in which they recount a well-elaborated event or short sequence of events, including details to describe actions, thoughts and feelings, use temporal signs, inflections, and phrases to signal event order, and provide a sense of closure.

Sign opinion pieces on topics or texts, supporting a point of view with reasons.

1. Introduce the topic or text they are signing about, state an opinion, and create an organizational structure that lists reasons.
2. Provide reasons that support the opinion.
3. Use linking signs and phrases (e.g., CL: 3-LIST, FOR-FOR-Q, spatial referents) to connect opinion and reasons.
4. Provide a concluding statement or section.

Sign informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic and group-related information together; include illustrations and other images when useful to aiding comprehension.
2. Develop the topic with facts, definitions, and details.
3. Use linking signs (e.g., SAME, SECOND, UNDERSTAND++) to connect ideas within categories of information.
4. Provide a concluding statement or section.

Sign narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3. Use temporal signs, inflections, and phrases to signal event order.
4. Provide a sense of closure.

Sign opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the signer’s purpose.
2. Provide reasons that are supported by facts and details.
3. Link opinion and reasons using signs and phrases (e.g., FOR EXAMPLE, RH-Q HOW, ALSO, IDEA-SAME, ADD).
4. Provide a concluding statement or section related to the opinion presented.

Sign informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., video transitions), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within categories of information using signs and phrases (e.g., OTHER, ALSO, RH-Q WHY, list referents).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section related to the information or explanation presented.

Sign narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Orient the viewer by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use dialogue (role-shifting) and description to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional signs and phrases to manage the sequence of events.
4. Use concrete signs and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or events.

Sign opinion pieces on topics or texts, supporting a point of view with reasons and information.

1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the signer‘s purpose.
2. Provide logically ordered reasons that are supported by facts and details.
3. Link opinion and reasons using signs, phrases, and clauses (e.g., THEREFORE, HAPPEN, SPECIFICALLY).
4. Provide a concluding statement or section related to the opinion presented.

Sign informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., video transition), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within and across categories of information using signs, phrases, and clauses (e.g., POINT, use contrastive structure, conditionals).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section related to the information or explanation presented.

Sign narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Orient the viewer by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue (role-shifting), description, and pacing, to develop experiences and events or show the responses of characters to situations
3. Use a variety of transitional signs, phrases, and clauses to manage the sequence of events.
4. Use concrete signs and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or events.

Sign arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s) and organize the reasons and evidence clearly.
2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, depiction, and clauses (e.g., RELATE; PARALLEL-TO; ALIKE; SAME+IDEA) to clarify the relationships among claim(s) and reasons.
4. Provide a concluding statement or section that follows from the argument presented.
5. Establish and maintain a formal style.

Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
3. Use appropriate transition to clarify the relationships among ideas and concepts.
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section that follows from the information or explanation presented.
6. Establish and maintain a formal style.

Sign narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the viewer by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
3. Use a variety of transition signs, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
4. Use precise signs, depiction, and phrases, relevant descriptive details, and sensory language to convey experiences and events.
5. Provide a conclusion that follows from the narrated experiences or events.

Sign arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, depiction, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
4. Provide a concluding statement or section that follows from and supports the argument presented.
5. Establish and maintain a formal style.

Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
3. Use appropriate transition to create cohesion and clarify the relationships among ideas and concepts.
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section that follows from and supports the information or explanation presented.
6. Establish and maintain a formal style.

Sign narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the viewer by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
3. Use a variety of transition signs, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
4. Use precise signs, depiction, and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
5. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Sign arguments to support claims with clear reasons and relevant evidence.

1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
3. Use words, phrases, depiction, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
4. Provide a concluding statement or section that follows from and supports the argument presented.
5. Establish and maintain a formal style.

Sign informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section that follows from and supports the information or explanation presented.
6. Establish and maintain a formal style.

Sign narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1. Engage and orient the viewer by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
2. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
3. Use a variety of transition signs, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
4. Use precise signs, depiction, and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
5. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Sign arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. 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.
2. 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.
3. Use signs, phrases, depiction, and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s)and reasons, between reasons and evidence, and claim(s) and counterclaims.
4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
5. Provide a concluding statement or section that follows from and supports the argument presented.

Sign informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Sign narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
4. Use precise signs and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Sign arguments to support claims in an analysis of substantive topics or text using valid reasoning and relevant and sufficient evidence.

1. 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.
2. 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.
3. Use signs, phrases, depiction, and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s)and reasons, between reasons and evidence, and claim(s) and counterclaims.
4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
5. Provide a concluding statement or section that follows from and supports the argument presented.

Sign informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Sign narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
4. Use precise signs and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Sign arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
3. Use signs, phrases, depiction, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
5. Provide a concluding statement or section that follows from and supports the argument presented.

Sign informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3. 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.
4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Sign narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
4. Use precise signs and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Sign arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
3. Use signs, phrases, depiction, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
5. Provide a concluding statement or section that follows from and supports the argument presented.

Sign informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3. Use appropriate and varied transitions and syntaxto link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.
6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Sign narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
4. Use precise signs and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

(Begins in grade 2.)

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen signing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish signing, including in collaboration with peers.

With guidance and support from adults, produce signing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With guidance and support from adults and peers, focus on a topic and strengthen signing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish signing, including in collaboration with peers.

With guidance and support from adults, produce clear and coherent signing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, and editing. (Editing for structure should demonstrate command of Language standards 1-3 up to and including grade 3)

With guidance and support from adults, use technology to produce and publish signing (using editing skills) as well as to interact and collaborate with others.

Produce clear and coherent signing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, and editing. (Editing for structure should demonstrate command of Language standards 1-3 up to and including grade 4)

With some guidance and support from adults, use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of two minutes of video.

Produce clear and coherent signing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach. (Editing for structure should demonstrate command of Language standards 1-3 up to and including grade 5)

With some guidance and support from adults, use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of four minutes of video.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With some guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach. (Editing for structure should demonstrate command of Language standards 1-3.)

Use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of four minutes of video.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With some guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for structure should demonstrate command of Language standards 1-3.)

Use technology, including the Internet, to produce and publish signing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

With some guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for structure should demonstrate command of Language standards 1-3.)

Use technology, including the Internet, to produce and publish signing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others, including linking to and citing sources.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

Develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

Use technology, including the Internet, to produce, publish, and update individual or shared signing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

Develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

Use technology, including the Internet, to produce, publish, and update individual or shared signing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

Develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)

Use technology, including the Internet, to produce, publish, and update individual or shared signing products in response to ongoing feedback, including new arguments or information.

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

Develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)

Use technology, including the Internet, to produce, publish, and update individual or shared signing products in response to ongoing feedback, including new arguments or information.

Participate in shared research and signing projects (e.g., explore a number of “how-to” resources on a given topic and use them to sign a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4.)

Participate in shared research and signing projects (e.g., view a number of texts on a single topic to produce a report; record science observations).

Recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4.)

Conduct short research projects that build knowledge about a topic.

Recall information from experiences or gather information from published texts and other digital sources; take brief notes on sources and sort evidence into provided categories.

(Begins in grade 4.)

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 4 Viewing standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, signs, or actions].”).
2. Apply grade 4 Viewing standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text.”).

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 5 Viewing standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact].”).
2. Apply grade 5 Viewing standards to informational texts (e.g., “Explain how
 an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s].”).

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Gather relevant information from multiple published and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 6 Viewing standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics.”).
2. Apply grade 6 Viewing standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.”).

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Gather relevant information from multiple published and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 7 Viewing standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how author of fiction use or alter history.”).
2. Apply grade 7 Viewing standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is solid and the evidence is relevant and sufficient to support the claims.”).

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Gather relevant information from multiple published and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 8 Viewing standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works.”).
2. Apply grade 8 Viewing standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is solid and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.”).

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative published and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grades 9-10 Viewing standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Theron Parker treats Jabberwocky from Joe Velez’s version].”).
2. Apply grades 9-10 Viewing standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.”).

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative published and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grades 9-10 Viewing standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Theron Parker treats Jabberwocky from Joe Velez’s version].”).
2. Apply grades 9-10 Viewing standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.”).

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative published 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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grades 11-12 Viewing standards to literature (e.g., “Demonstrate knowledge of 19th- and early 20th-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.”). Analyze seminal text of historical and literary significance (e.g., “The Preservation of the Sign Language” by George Veditz), including how they address related themes and concepts.
2. Apply grades 11-12 Viewing standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal texts about the Deaf literature experience, including the premises, purposes, and arguments in works of advocacy [e.g., Tedx talks on audism, linguisicism, advocacy].”).

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative published 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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grades 11-12 Viewing standards to literature (e.g., “Demonstrate knowledge of 19th- and early 20th-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.”). Analyze seminal text of historical and literary significance (e.g., “The Preservation of the Sign Language” by George Veditz), including how they address related themes and concepts.
2. Apply grades 11-12 Viewing standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal texts about the Deaf experience, including the premises, purposes, and arguments in works of advocacy [e.g., Tedx talks on audism, linguisicism, advocacy].”).

With guidance and support, sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of tasks, purposes, and audiences.