Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grades 9-10
Key Ideas and Details
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Integration of Knowledge and Ideas
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Range of Reading and Level of Text Complexity
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Grades 11-12
Key Ideas and Details
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
A.
Apply reading comprehension strategies to understand grade-appropriate text.
Benchmarks (11–12)
A.
Apply reading comprehension strategies to understand grade-appropriate texts.
Grade Level Indicators (Grade 10)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Grade Level Indicators (Grade 11)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Grade Level Indicators (Grade 12)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (8–10)
D.
Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
E.
Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).
Benchmarks (11–12)
D.
Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
E.
Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Grade Level Indicators (Grade 10)
2.
Critique the treatment, scope and organization of ideas from multiple sources on the same topic.
4.
Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.
5.
Analyze an author's implicit and explicit argument, perspective or viewpoint in text.
6.
Identify appeals to authority, reason and emotion.
Grade Level Indicators (Grade 11)
3.
Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics.
5.
Examine an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Grade Level Indicators (Grade 12)
3.
Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.
5.
Examine an author's implicit and explicit philosophical assumptions and beliefs about a subject.
Reading Applications: Literary Text Standard
Benchmarks (8–10)
A.
Analyze interactions between characters in literary text and how the interactions affect the plot.
B.
Explain and analyze how the context of setting and the author's choice of point of view impact a literary text.
D.
Identify similar recurring themes across different works.
F.
Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.
Benchmarks (11–12)
A.
Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.
D.
Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.
E.
Critique an author's style.
Grade Level Indicators (Grade 10)
1.
Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
4.
Interpret universal themes across different works by the same author or by different authors.
5.
Analyze how an author's choice of genre affects the expression of a theme or topic.
8.
Analyze the author's use of point of view, mood and tone.
11.
Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.
Grade Level Indicators (Grade 11)
2.
Analyze the historical, social and cultural context of setting.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
4.
Evaluate the author's use of point of view in a literary text.
8.
Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.
Grade Level Indicators (Grade 12)
2.
Analyze the historical, social and cultural context of setting.
3.
Explain how voice and narrator affect the characterization, plot and credibility.
4.
Evaluate an author's use of point of view in a literary text.
8.
Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.