English Language Arts Standards » Reading: Informational Text
KEY IDEAS AND DETAILS: FOCUS: EXPLICIT/IMPLICIT MEANINGS
Anchor Standard 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Anchor Standard 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Thinking Process: Make inferences
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Thinking Process: Make connections to prior knowledge
Thinking Process: Determine Importance
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Thinking Organizers:
KEY IDEAS AND DETAILS: FOCUS: MAIN IDEAS
Anchor Standard 2: Determine a central idea of a text and analyze 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.
Anchor Standard 2: Determine a central idea of a text and analyze 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.
KEY IDEAS AND DETAILS: FOCUS: TEXT RELATIONSHIPS
Anchor Standard 3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Anchor Standard 3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Thinking Process: Generate Questions
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Thinking Process: Making Connections to Prior Knowledge
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Thinking Process: Synthesize
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Thinking Process: Make Inferences
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CRAFT STRUCTURE: FOCUS: VOCABULARY
Anchor Standard 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Anchor Standard 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Thinking Process: Make Inferences
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Thinking Process: Make Connection to Prior Knowledge
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Thinking Process: Create Mental Images
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CRAFT STRUCTURE: FOCUS: TEXT STRUCTURE
Anchor Standard 5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Anchor Standard 5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Thinking Process: Determining Importance
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CRAFT STRUCTURE: FOCUS: AUTHOR PERSPECTIVE
Anchor Standard 6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Anchor Standard 6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Thinking Process: Make Inferences
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INTEGRATION OF KNOWLEDGE & IDEAS: FOCUS: VISUAL LITERACY & TECHNOLOGY
Anchor Standard 7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Anchor Standard 7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
INTEGRATION OF KNOWLEDGE & IDEAS: FOCUS: ARGUMENT AND SUPPORT
Anchor Standard 8: 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.
Anchor Standard 8: 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.
INTEGRATION OF KNOWLEDGE & IDEAS: FOCUS: MULTIPLE TEXTS
Anchor Standard 9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Anchor Standard 9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
RANGE OF READING LEVEL AND TEXT COMPLEXITY: FOCUS: TEXT COMPLEXITY
Anchor Standard 9: By the end of grade 9, read and comprehend literacy nonfiction 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 literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Anchor Standard 9: By the end of grade 9, read and comprehend literacy nonfiction 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 literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.