Michigan K–12 ELA Standards · Standards & Skills Matrix

NWEA ELA · test families at a glance

Unlike Math, NWEA's ELA coverage is spread across multiple products. A complete K–5 ELA picture often requires both MAP Growth Reading and MAP Reading Fluency. Beginning around Grade 2, Language Usage adds the conventions/editing piece.

Test	Grade Range	Instructional Areas	Strands Covered
MAP Growth K-2 Reading	K – Gr 2	Foundational Skills Vocabulary Use & Functions Literature Informational Text	RL RI RF L (partial)
MAP Growth Reading 2-5	Gr 2 – Gr 5	Vocabulary Acquisition & Use Literature Informational Text	RL RI L (vocab only)
MAP Growth Reading 6+	Gr 6 – Gr 12	Vocabulary Acquisition & Use Literary Text Informational Text	RL RI L (vocab only)
MAP Reading Fluency	K – Gr 3 (typical); extends higher	Foundational Skills Oral Reading Fluency Listening / Reading Comprehension Dyslexia Screener (optional)	RF (the only measure of RF.4)
MAP Growth Language Usage	~Gr 2 – Gr 12	Edit for Meaning Edit for Language Use Apply Conventions of Writing	W (editing only) L (conventions)

RL Reading: Literature RI Reading: Informational RF Reading Foundational (K–5) W Writing SL Speaking & Listening L Language Gap not assessed by NWEA

The matrix · jump to a grade

Searches across all grades and strands.

Kindergarten

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.K.1–3 RL.K.4, RL.K.7	Ask/answer about key details Retell familiar stories Identify characters, setting, events	MAP Growth K-2 Reading	Literature	<161 – 180
RI	RI.K.1–3 RI.K.6	Main topic & key details Connections between ideas Author/illustrator roles	MAP Growth K-2 Reading	Informational Text	<161 – 180
RF	RF.K.1 RF.K.2 RF.K.3 RF.K.4	Print concepts Phonological awareness (rhyme, syllable, phoneme) Letter-sound Emergent reading	K-2 Reading + Reading Fluency	Foundational Skills + ORF	<161 – 190
W	W.K.1–3	Opinion / informative / narrative pieces via drawing + dictating + writing	Gap	—	—
SL	SL.K.1 SL.K.2 SL.K.4	Participate in conversations Ask/answer about read-alouds Describe people/things	Gap	—	—
L	L.K.1–2 L.K.4–5	Print conventions, capitalization Word meanings, categories, relationships	MAP Growth K-2 Reading	Vocabulary Use & Functions	<161 – 180

Grade 1

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.1.1–3 RL.1.4, .7, .9	Key details Central message Characters; sensory words Compare stories	K-2 Reading	Literature	161–190
RI	RI.1.1–3 RI.1.5–6, .9	Main topic; text features Reasons author gives Compare two texts	K-2 Reading	Informational Text	161–190
RF	RF.1.1–4	Print concepts Segment/blend phonemes Long vowels, digraphs, inflectional endings Fluency with comprehension	K-2 Reading + Reading Fluency	Foundational Skills + ORF + Decoding	161–200
W	W.1.1–3, .5, .7	Opinion / info / narrative Respond with details Participate in research	Gap	—	—
SL	SL.1.1–6	Discussion rules Ask/answer; describe Produce complete sentences	Gap	—	—
L	L.1.1–2, .4–6	Sentence types; nouns; punctuation Context clues, affixes Word relationships	K-2 Reading	Vocabulary Use & Functions	161–190

Grade 2

Transition grade. Either K-2 or 2-5 form may be used; Language Usage typically begins here.

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.2.1–3, .5–7, .9	Recount; central message/lesson Story structure POV (different voices) Compare versions	K-2 or 2-5	Literature	171–200
RI	RI.2.1–3, .5–6, .8–9	Main topic of multi-paragraph text Text features; author's purpose Reasons supporting points; compare two texts	K-2 or 2-5	Informational Text	171–200
RF	RF.2.3 RF.2.4	Long/short vowels, vowel teams, prefixes/suffixes, irregular words Fluency — accuracy, rate, expression	K-2 Reading + Reading Fluency	Foundational Skills / ORF	171–200
W	W.2.1–3, .5–8	Opinion w/ reasons Informative w/ facts Narrative w/ sequence Revise; research	Language Usage (starts ~Gr 2)	Edit for Meaning · Language Use · Conventions	171–200
SL	SL.2.1–6	Discussion; ask/answer Recount; describe with detail	Gap	—	—
L	L.2.1–6	Collective nouns, irregular plurals Capitalization, apostrophes Root words & affixes Shades of meaning	2-5 Reading + Language Usage	Vocabulary Acq. & Use · Conventions	171–200

Grade 3

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.3.1–9	Ask/answer using text Central message + how conveyed Characters' traits/motivations Literal/nonliteral; story structure; POV	2-5 Reading	Literature	181–210
RI	RI.3.1–9	Main idea + supporting details Cause/effect, sequence Domain vocabulary; text features Compare two texts on same topic	2-5 Reading	Informational Text	181–210
RF	RF.3.3 RF.3.4	Multisyllabic words; Latin suffixes Fluency for comprehension	Reading Fluency	ORF + Decoding + Comprehension	181–210
W	W.3.1–10	Opinion w/ linking words Informative w/ grouping Narrative w/ dialogue Short research	Language Usage	Edit for Meaning · Language Use · Conventions	181–210
SL	SL.3.1–6	Collaborative discussion Paraphrase; report on topic	Gap	—	—
L	L.3.1–6	Pronouns, verb tenses, S–V agreement Commas, quotation marks Literal/nonliteral Word relationships; academic language	2-5 Reading + Language Usage	Vocabulary Acq. & Use · Conventions	181–210

Grade 4

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.4.1–9	Refer to details/examples Theme + summarize Mythological allusions Structural elements (poems/drama/prose) 1st/3rd-person POV	2-5 Reading	Literature	191–220
RI	RI.4.1–9	Main idea + summarize Explain events/procedures/concepts Academic/domain vocab Text structures; first/secondhand accounts	2-5 Reading	Informational Text	191–220
RF	RF.4.3 RF.4.4	Letter-sound, syllabication, morphology Fluency — accuracy, rate, expression	Reading Fluency (if used)	ORF + Decoding	191–220
W	W.4.1–10	Opinion w/ structure Informative w/ formatting/illustrations Narrative w/ dialogue/description Group related info	Language Usage	Edit for Meaning · Language Use · Conventions	191–220
SL	SL.4.1–6	Effective discussion; paraphrase Identify reasons/evidence speaker uses Differentiate formal/informal	Gap	—	—
L	L.4.1–6	Progressive verb tenses; modal auxiliaries Capitalization, punctuation, spelling Greek/Latin affixes & roots Figurative language	2-5 Reading + Language Usage	Vocabulary Acq. & Use · Conventions	191–220

Grade 5

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.5.1–9	Quote accurately; theme + summarize Compare characters/settings/events Figurative language; structure (chapters/scenes/stanzas) Multiple POVs; multimedia analysis	2-5 Reading	Literature	201–225
RI	RI.5.1–9	Two+ main ideas + summarize Relationships; academic vocabulary Overall text structure Multiple POVs/accounts; integrate info	2-5 Reading	Informational Text	201–225
RF	RF.5.3 RF.5.4	Phonics & word recognition (advanced) Fluency for comprehension	Reading Fluency (if used)	ORF + Comprehension	201+
W	W.5.1–10	Opinion w/ logical reasons Informative w/ formatting Narrative w/ pacing Research	Language Usage	Edit for Meaning · Language Use · Conventions	201–220
SL	SL.5.1–6	Discussion; summarize info from media Identify reasons/evidence Adapt speech	Gap	—	—
L	L.5.1–6	Verb tense (perfect); conjunctions Commas in series/intro Figurative language (idioms, adages, proverbs) Academic/domain words	2-5 Reading + Language Usage	Vocabulary Acq. & Use · Conventions	201–220

Grade 6

Transition to MAP Growth Reading 6+. RF strand ends — students are expected to be reading independently.

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.6.1–9	Cite textual evidence to support analysis (explicit + inferred) Determine theme/central idea + how it is conveyed through particular details; objective summary distinct from personal opinion Describe how plot unfolds in a series of episodes & how characters respond/change as plot moves toward resolution Figurative & connotative word meanings; analyze impact of specific word choice on meaning & tone Analyze how a particular sentence, chapter, scene, stanza fits into overall structure & contributes to theme Explain how author develops POV of narrator/speaker Compare/contrast reading text vs. listening/viewing audio, video, or live version (perceiving what is "seen" vs. "heard") Compare/contrast texts in different forms or genres (e.g., stories vs. poems; historical novels vs. fantasy stories)	6+ Reading	Literary Text	201–225
RI	RI.6.1–9	Cite textual evidence (explicit + inferred) Determine central idea + how it is conveyed through particular details; objective summary Analyze in detail how a key individual, event, or idea is introduced, illustrated, elaborated Figurative, connotative, technical meanings; word-choice impact on tone Analyze how a sentence/paragraph/chapter/section fits into overall structure & contributes to development of ideas Determine author's POV/purpose + how it is conveyed Integrate info from text with info from media/formats (charts, video, infographic) to develop coherent understanding Trace & evaluate the argument and specific claims; distinguish supported from unsupported claims	6+ Reading	Informational Text	201–225
W	W.6.1–10	Argument: support claims with clear reasons + relevant evidence; credible sources; formal style Informative/explanatory: examine a topic; relevant facts, definitions, concrete details, quotations, examples Narrative: develop real/imagined experiences; effective technique, relevant descriptive details, well-structured sequences Use writing process — planning, revising, editing, rewriting; new approach if needed Use technology (incl. internet) to produce/publish writing & collaborate; demonstrate sufficient keyboarding (3-page session) Conduct short research projects to answer a question; refocus inquiry as needed Gather info from print & digital sources; assess credibility; quote/paraphrase data & conclusions of others; cite sources; basic bibliographic format	Language Usage	Edit for Meaning · Language Use · Conventions	211–230
SL	SL.6.1–6	Discussion; interpret info Delineate speaker's argument Adapt speech	Gap	—	—
L	L.6.1–6	Pronoun case, intensive/vague pronouns Commas/parentheses/dashes Figurative language; word relationships; connotation	6+ Reading + Language Usage	Vocabulary Acq. & Use · Conventions	211–230

Grade 7

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.7.1–9	Cite several pieces of textual evidence; explicit + inferential Determine theme/central idea + analyze its development over the course of the text; objective summary Analyze how particular elements of a story or drama interact (e.g., setting shapes characters or plot) Figurative + connotative word meanings; analyze impact of rhymes & other sound devices in a poem/story (alliteration, assonance) Analyze how a drama's or poem's form/structure (soliloquy, sonnet) contributes to its meaning Analyze how an author develops & contrasts different points of view of different characters/narrators Compare/contrast a written story/drama to its audio, filmed, staged, or multimedia version; analyze each medium's effects (lighting, sound, color, camera focus) Compare/contrast a fictional portrayal of a time/place/character vs. a historical account; how authors of fiction use or alter history	6+ Reading	Literary Text	211–230
RI	RI.7.1–9	Cite several pieces of textual evidence (explicit + inferential) Determine two or more central ideas + analyze their development; objective summary Analyze interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events) Figurative, connotative, technical word meanings; analyze impact of specific word choice on tone Analyze how the major sections of a text contribute to the whole & to development of ideas Determine author's POV / purpose; analyze how author distinguishes their position from others' Compare/contrast a text to its audio, video, or multimedia version; analyze each medium's portrayal of the subject (e.g., how voice-over delivers persuasive effect) Trace & evaluate argument; assess whether reasoning is sound and evidence is relevant & sufficient Analyze how two or more authors writing about the same topic shape their presentations through different evidence or interpretations	6+ Reading	Informational Text	211–230
W	W.7.1–10	Argument: claim acknowledging alternate/opposing claims; logical reasoning; relevant evidence using credible sources; cohesion; formal style Informative/explanatory: examine a topic; convey ideas/concepts/info through selection, organization, analysis Narrative: real/imagined experiences; technique, relevant descriptive details, well-structured event sequences Use writing process — strengthen by revising, editing, rewriting; try new approach focusing on how purpose & audience addressed Use tech (incl. internet) to produce/publish/link to/cite sources; collaborate; cite per standard format Conduct short research projects; generate additional related, focused questions for further investigation Gather info from multiple print/digital sources; effective search terms; assess source credibility & accuracy; quote/paraphrase to avoid plagiarism; basic bibliographic format	Language Usage	Edit for Meaning · Language Use · Conventions	211–230
SL	SL.7.1–6	Discussion; analyze main ideas Evaluate soundness of reasoning	Gap	—	—
L	L.7.1–6	Phrases & clauses; dangling modifiers Coordinate adjective commas Connotations among similar words	6+ Reading + Language Usage	Vocabulary Acq. & Use · Conventions	211–230

Grade 8

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.8.1–9	Cite the textual evidence that most strongly supports analysis (explicit + inferential) Determine theme/central idea; analyze its development including its relationship to characters, setting, plot; objective summary Analyze how particular lines of dialogue or incidents propel action, reveal character, provoke a decision Figurative + connotative meanings; analyze impact of word choice on meaning & tone (incl. analogies and allusions to other texts) Compare/contrast structure of two or more texts; analyze how differing structure contributes to meaning & style Analyze how differences in POV between characters, audience, or reader create effects (suspense, humor, dramatic irony) Analyze the extent to which a filmed/live production stays faithful to or departs from the text/script; evaluate director's/actors' choices Analyze how a modern work of fiction draws on themes/patterns/character types from traditional sources (myths, religious works, traditional stories), describing how the material is rendered new	6+ Reading	Literary Text	211–240
RI	RI.8.1–9	Cite the textual evidence that most strongly supports analysis Determine central idea + analyze development; relationship to supporting ideas; objective summary Analyze how text makes connections among & distinctions between individuals, ideas, events (comparisons, analogies, categories) Figurative, connotative, technical meanings; analogies, allusions; word-choice impact on meaning/tone Analyze the structure of a specific paragraph (role of particular sentences in developing & refining a key concept) Determine author's POV/purpose; analyze how the author acknowledges & responds to conflicting evidence/viewpoints Evaluate advantages/disadvantages of using different mediums (print, digital text, video, multimedia) to present a particular topic/idea Delineate & evaluate argument: assess whether reasoning is sound & evidence relevant/sufficient; recognize when irrelevant evidence is introduced Analyze a case in which two or more texts provide conflicting information on the same topic; identify where the texts disagree on facts or interpretation	6+ Reading	Informational Text	211–240
W	W.8.1–10	Argument: claims acknowledging & distinguishing alternate or opposing claims; logical organization, evidence; cohesion; formal style Informative/explanatory: select & organize relevant content; precise language & domain-specific vocabulary; concluding statement Narrative: real/imagined experiences w/ technique, relevant details, structured event sequences; conclusion that reflects on the experience Use writing process — strengthen by planning, revising, editing, rewriting; try new approach for purpose & audience Use technology to produce/publish; cite sources; integrate text with multimedia/visual displays Conduct short research projects to answer self-generated question; generate additional related, focused questions allowing for multiple avenues of exploration Gather info from multiple print/digital sources; effective search terms; assess credibility/accuracy; quote/paraphrase to avoid plagiarism & over-reliance on any one source	Language Usage	Edit for Meaning · Language Use · Conventions	221–240
SL	SL.8.1–6	Discussion; analyze media purposes Identify when irrelevant evidence is introduced	Gap	—	—
L	L.8.1–6	Verbals (gerund/participle/infinitive) Active/passive voice; verb mood Ellipsis & pause punctuation Analogies; figures of speech	6+ Reading + Language Usage	Vocabulary Acq. & Use · Conventions	221–240

Grade 9–10

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.9-10.1–9	Cite strong & thorough textual evidence to support both explicit and inferential analysis Determine theme/central idea, how it emerges and is shaped & refined by specific details; objective summary Analyze how complex characters with multiple/conflicting motivations develop, interact, advance plot or theme Analyze figurative + connotative meanings; cumulative impact of word choices on meaning & tone (formal vs. informal register) Analyze structural choices — order of events, pacing, parallel plots, flashback, in medias res, mystery, suspense Analyze a particular point of view or cultural experience reflected in a work of literature from outside the U.S. Analyze representation of a subject across two artistic mediums (text vs. film, illustration, audio) Analyze how an author draws on and transforms source material (e.g., Shakespeare on Ovid; modern works on classical myth) Read & comprehend grade-band complex literature (stories, drama, poems) independently and proficiently	6+ Reading	Literary Text	221–250
RI	RI.9-10.1–9	Cite strong & thorough evidence (explicit + inferred); track what the text leaves open Determine central idea + how it emerges and is shaped/refined by specific details; objective summary Analyze how an author unfolds an analysis or series of ideas/events — order, connections, distinctions drawn between them Determine technical, connotative, figurative meanings; cumulative impact of word choices on meaning/tone Analyze how text structure choices (sentence, paragraph, section) clarify or obscure key ideas Determine author's POV / purpose; analyze how the author uses rhetoric (appeals, devices) to advance it Analyze various accounts of a subject across different media (print, video, multimedia); note what each emphasizes Delineate and evaluate argument: assess validity of reasoning; identify false statements and fallacious reasoning Analyze seminal U.S. documents of historical/literary significance (e.g., Letter from Birmingham Jail; presidential addresses) — themes, concepts, rhetorical features	6+ Reading	Informational Text	221–250
W	W.9-10.1–10	Argument: precise claim, distinguished from alternate/opposing; logical organization; develop both claim & counterclaim with relevant evidence; formal style; concluding section follows from argument Informative/explanatory: organize complex ideas; appropriate transitions; precise language & domain-specific vocabulary; objective tone Narrative: real or imagined experiences with effective technique, well-chosen details, structured event sequence; multiple plotlines Use the writing process — planning, drafting, revising, editing, rewriting — toward audience expectations; use technology to produce/publish/collaborate Sustained research projects (short + extended) to answer a question or solve a problem; narrow/broaden inquiry as needed Gather info from multiple authoritative print/digital sources; assess source credibility; integrate selectively; avoid plagiarism; cite using a standard format (MLA / APA) Draw evidence from literary or informational texts to support analysis, reflection, research Write routinely over extended (research, reflection, revision) and shorter time frames (single sitting / day or two) for a range of tasks/purposes/audiences	Language Usage	Edit for Meaning · Language Use · Conventions	221–250
SL	SL.9-10.1–6	Initiate & participate in collaborative discussions (one-on-one, groups, teacher-led); come prepared, draw on evidence; pose & respond to propelling questions Integrate multiple sources of info in diverse media/formats; evaluate credibility/accuracy Evaluate a speaker's POV, reasoning, evidence, rhetoric — identify fallacies, distorted evidence Present findings clearly, concisely, logically; line of reasoning + organization appropriate to purpose & audience Make strategic use of digital media (text, graphics, audio, visual, interactive) in presentations to enhance understanding Adapt speech to variety of contexts/tasks; demonstrate command of formal English when indicated	Gap	—	—
L	L.9-10.1–6	Demonstrate command of grammar — parallel structure; types & functions of phrases & clauses (noun, relative, adverbial) Mechanics: semicolons (independent clauses); colons (lists, quotations); correct spelling Apply knowledge of language functions in different contexts; vary syntax for effect; consult style references (MLA, Chicago, Turabian) when writing Determine word meanings using context, Greek/Latin affixes, etymology, reference materials (print & digital dictionaries, thesauruses) Interpret figurative language (incl. euphemism, oxymoron) and analyze its role in the text; word relationships, denotation/connotation nuances Acquire and use accurately general academic + domain-specific words/phrases sufficient for reading, writing, speaking, listening at college & career readiness level	6+ Reading + Language Usage	Vocabulary Acq. & Use · Conventions	221–250

Grade 11–12

Watch the ceiling — students reading well above grade level may hit the test ceiling on MAP Growth 6+ Reading.

Strand	Key Standards	Skills	NWEA Test	NWEA Area	RIT
RL	RL.11-12.1–9	Cite strong & thorough evidence; identify what the text leaves uncertain or open to interpretation Determine two or more themes + how they interact and build on one another over the course of the text; objective summary Analyze the impact of an author's choices about elements (where to set, how to order, how characters are introduced & developed) Word meanings — figurative, connotative; analyze impact of specific word choices on tone & meaning, including words with multiple meanings or particularly fresh/engaging language Analyze how an author's structural choices (where to begin/end, comic vs. tragic resolution, surprise twist) contribute to overall structure, meaning, aesthetic impact Analyze a case in which grasping POV requires distinguishing what is directly stated from what is really meant — satire, sarcasm, irony, understatement Analyze multiple interpretations of a story/drama/poem (recorded, live performance, filmed); evaluate how each interprets the source Knowledge of foundational works of American literature, including how two or more texts from the same period treat similar themes/topics Read & comprehend grade-band complex literature (incl. American lit, 18th–early 20th century) independently and proficiently	6+ Reading	Literary Text	230s–240s+
RI	RI.11-12.1–9	Cite strong & thorough evidence; track matters the text leaves uncertain Determine two or more central ideas in complex interaction; objective summary Analyze a complex set of ideas/sequence of events; how specific individuals, ideas, events interact and develop Word meanings; how specific word choices affect meaning & tone; how key terms are refined or developed over the course of the text Analyze and evaluate the effectiveness of structure — clarity, conviction, engaging, beautiful Determine author's POV/purpose where rhetoric is particularly effective; analyze use of style and content to achieve purpose Integrate & evaluate multiple sources of information in different media/formats (visual, quantitative, oral) — address question / solve problem Delineate & evaluate the reasoning in seminal U.S. texts (constitutional principles, legal reasoning — e.g., Federalist Papers, Supreme Court majority opinions) Analyze 17th–19th century foundational U.S. documents of historical/literary significance (Declaration of Independence, Preamble to the Constitution, Bill of Rights, Lincoln's Second Inaugural) for themes, purposes, rhetorical features	6+ Reading	Informational Text	230s–240s+
W	W.11-12.1–10	Argument: precise/knowledgeable claim; sustained logical development; significance of claim established; alternate/opposing claims fairly addressed; formal style appropriate to discipline Informative/explanatory: thorough, sophisticated analysis; precise language; metaphor/simile/analogy where useful; anticipate audience knowledge level Narrative: real or imagined experiences with effective technique, well-chosen details, structured event sequence; multiple plotlines; reflection on outcomes Multi-step research project: focused inquiry; generate further questions; synthesize multiple authoritative sources on broader subject Gather info from multiple authoritative sources; assess strengths/limitations of each; integrate selectively to maintain flow of ideas; avoid plagiarism & over-reliance on one source; cite per MLA/APA Draw evidence from literary or informational texts (incl. seminal U.S. documents) to support analysis, reflection, research Use the writing process — planning, drafting, revising, editing, rewriting — to address what is most significant for purpose & audience; use technology to produce/update/share writing in response to ongoing feedback Write routinely over extended & shorter time frames for a range of tasks, purposes, audiences	Language Usage	Edit for Meaning · Language Use · Conventions	230s–240s+
SL	SL.11-12.1–6	Initiate & participate in collaborative discussions; build on others' ideas, propel conversations through engaging questions, make new connections in light of evidence/reasoning Integrate multiple sources of info in diverse formats; evaluate credibility & accuracy; note discrepancies among sources Evaluate a speaker's POV — stance, premises, links among ideas, word choice, points of emphasis, tone Present findings clearly w/ distinct perspective; logically organized; alternative/opposing perspectives addressed; formal/informal style for context Make strategic use of digital media (text, graphics, audio, visual, interactive elements) to enhance understanding and add interest Adapt speech for variety of contexts/tasks; demonstrate command of formal English when indicated	Gap	—	—
L	L.11-12.1–6	Conventions of standard English; recognize that usage is a matter of convention that changes over time and is sometimes contested; resolve issues of complex/contested usage by consulting references Hyphenation conventions; correct sentence types; spelling Apply language knowledge to make effective choices for meaning, style; vary syntax for effect; consult style manuals (MLA, Chicago, APA, Turabian) Determine word meanings via context, affixes/roots, reference materials; verify preliminary determination of meaning across multiple sources Interpret hyperbole, paradox; analyze role of figures of speech in the text; nuances in word meanings (denotation/connotation) Acquire and accurately use general academic + domain-specific words sufficient for college/career readiness; demonstrate independence in word study	6+ Reading + Language Usage	Vocabulary Acq. & Use · Conventions	230s–240s+

Documented gaps · what NWEA does NOT measure

Three strands or skill clusters fall outside MAP's coverage. Districts using MAP as a sole literacy measure should know what they're missing.

Speaking & Listening (SL · K–12)

The entire SL strand has no MAP equivalent. Conversation skills, oral presentations, evaluating a speaker's argument, integrating media — none of it is on MAP. Use observation rubrics, classroom protocols, or performance tasks.

Writing composition (W · K–12)

Language Usage measures editing of supplied text. Student-produced argument, informative, narrative, and research writing (W.1–10) is not scored. Districts that want a writing measure must pair MAP with a composition rubric, on-demand prompt, or performance task.

Oral Reading Fluency (RF.4 · K–5)

MAP Growth K-2 Reading covers Foundational Skills items but cannot measure oral reading rate, accuracy, and prosody. RF.4 is only assessed via the separate MAP Reading Fluency product or another ORF screener (DIBELS, Acadience, etc.).

Throughlines · single concepts that thread K → 12

Six concepts that evolve continuously across grade bands and consistently land in a particular NWEA instructional area at each stage.

1. Vocabulary Acquisition

K–1: L.K-1.4 — new word meanings; categories; affixes

2–5: L.2-5.4-6 — context, Greek/Latin affixes, figurative language, academic words

6–8: L.6-8.4-6 — technical/connotative meanings, denotation/connotation

9–12: L.9-12.4-6 — etymology, nuance, hyperbole/paradox

NWEA: Vocabulary instructional area on every Reading test

Single most cleanly-aligned throughline. Track this sub-score from K to 12.

2. Central Idea / Theme

K–2: RL/RI.K-2.2 — central message; main topic; retell

3–5: RL/RI.3-5.2 — theme/main idea + summarize

6–8: RL/RI.6-8.2 — how theme/central idea is developed

9–12: RL/RI.9-12.2 — multiple themes shaped/refined; complex interaction

NWEA: Literature/Informational Text — Key Ideas & Details

Identification → support with details → analyze development → analyze interaction.

3. Argument / Evidence Evaluation

K–2: RI.K-2.8 — reasons author gives

3–5: RI.3-5.8 — identify which evidence supports which point

6–8: RI.6-8.8 — assess relevance/sufficiency of evidence

9–12: RI.9-12.8 — identify false statements/fallacies; reasoning in seminal texts

NWEA: Informational Text — Integration of Knowledge & Ideas

Notice reasons → identify evidence → evaluate sufficiency → identify fallacies.

4. Foundational Skills → Fluency Bridge

K–1: RF.K-1 — print concepts, phonological awareness, phonics

2–3: RF.2-3 — advanced phonics, fluency for comprehension

4–5: RF.4-5 — morphology; fluency supports meaning

6+: RF strand ends

NWEA: K-2 Reading covers FS; ORF requires Reading Fluency

Foundational decoding fades by Gr 5; oral-fluency assessment requires the separate product.

5. Conventions / Editing

K–1: L.K-1.1-2 — print conventions, capitalization, end punctuation

2–5: L.2-5.1-2 — parts of speech, agreement, mechanics, spelling

6–8: L.6-8.1-2 — pronoun case, phrases/clauses, voice, mood

9–12: L.9-12.1-2 — parallel structure, semicolons, hyphenation

NWEA: Language Usage — Apply Conventions of Writing

Cleanest direct alignment after vocabulary. Editing of supplied text only.

6. Text Structure / Author's Craft

K–2: RL/RI.K-2.5-6 — text features, parts of stories, author/illustrator

3–5: RL/RI.3-5.5-6 — chapters/scenes/stanzas; overall structure; POV

6–8: RL/RI.6-8.5-6 — how part fits whole; develop POV

9–12: RL/RI.9-12.5-6 — structural choices; rhetoric, satire, irony

NWEA: Literature/Informational Text — Craft & Structure

Identify features → recognize structures → analyze how parts fit whole → evaluate rhetorical choices.