Benchmarks (8 - 10)
A.
Apply reading comprehension strategies to understand grade-appropriate text.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Benchmarks (11 - 12)
A.
Apply reading comprehension strategies to understand grade-appropriate texts.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Grade Level Indicators (Grade 9)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
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.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
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.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
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.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
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.
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.
B.
Explain ways characters confront similar situations and conflict.
E.
Critique an author's style.
Grade Level Indicators (Grade 9)
1.
Identify and explain an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.
2.
Analyze the influence of setting in relation to other literary elements.
8.
Define and identify types of irony, including verbal, situational and dramatic, used in literary texts.
9.
Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.
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.
2.
Analyze the features of setting and their importance in a literary text.
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)
1.
Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions.
2.
Analyze the historical, social and cultural context of setting.
5.
Analyze variations of universal themes in literary texts.
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)
1.
Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions.
2.
Analyze the historical, social and cultural context of setting.
5.
Analyze variations of universal themes in literary texts.
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.
Benchmarks (8 - 10)
A.
Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
B.
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
E.
Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.
Benchmarks (11 - 12)
A.
Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
B.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.
E.
Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.
Grade Level Indicators (Grade 9)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and,
c. include an organized, well developed structure.
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
5.
Write persuasive compositions that:
a. establish and develop a controlling idea;
b. support arguments with detailed evidence;
c. exclude irrelevant information; and
d. cite sources of information.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 10)
1.
Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and
c. include an organized, well-developed structure.
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
5.
Write persuasive compositions that:
a. support arguments with detailed evidence;
b. exclude irrelevant information; and
c. cite sources of information.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 11)
1.
Write reflective compositions that:
a. use personal experiences as a basis for reflection on some aspect of life;
b. draw abstract comparisons between specific incidents and abstract concepts;
c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and
d. move from specific examples to generalizations about life.
2.
Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing.
5.
Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 12)
1.
Write reflective compositions that:
a. use personal experiences as a basis for reflection on some aspect of life;
b. draw abstract comparisons between specific incidents and abstract concepts;
c. maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and
d. move from specific examples to generalizations about life.
2.
Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing.
5.
Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.