State Curriculum - Reading

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Grade PK Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text.
1. Develop comprehension skills by reading a variety of informational texts
1. Develop comprehension skills by reading a variety of informational texts
1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts
1. Develop comprehension skills by reading a variety of self-selected and assigned informational texts
1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Apply comprehension skills by selecting, reading, and interpreting a variety of print and non-print informational texts, including electronic media
1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media
a. Listen to nonfiction materials
  • Nonfiction trade books
  • Magazines
  • Multimedia resources
a. Listen to nonfiction materials
  • Nonfiction trade books
  • Picture dictionaries
  • Simple maps
  • Magazines
  • Newspapers
  • Multimedia resources
a. Listen to nonfiction materials
  • Textbooks
  • Trade books
  • Grade-appropriate reference materials
  • Newspapers
  • Articles
  • Magazines
  • Questionnaires/interviews
  • Multimedia resources
a. Read and recognize nonfiction materials to gain information and content knowledge
  • Textbooks
  • Trade books
  • Grade-appropriate reference materials
  • Newspapers
  • Articles
  • Magazines
  • Questionnaires/interviews
  • Multimedia resources
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, non-print materials, and online materials, other appropriate content-specific texts
    Assessment limit:
  • Grade-appropriate primary and secondary texts
a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, non-print materials, and online materials, other appropriate content-specific texts
    Assessment limit:
  • Grade-appropriate primary and secondary texts
b. Listen to and read functional documents by following simple oral or rebus directions
  • Recipes
  • Rules
  • Signs
  • Center activities
  • Labels
  • Classroom schedules
b. Listen to and use functional documents by following simple oral or rebus directions
  • Science investigations
  • Recipes
  • Rules
  • Signs and posters
  • Center activities
  • Labels
  • Classroom schedules
b. Read and recognize functional documents
  • Sets of directions
  • Science investigations
  • Posters
  • Flyers
  • Forms
  • Invitations
  • Menus
  • Maps
  • Recipes
  • Rules
  • Classroom schedules
b. Read and identify functional documents
  • Sets of directions
  • Science investigations
  • Posters
  • Flyers
  • Forms
  • Invitations
  • Menus
  • Maps
  • Recipes
  • Rules
  • Classroom schedules
  • Surveys
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate workplace and real-world documents
b. Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate workplace and real-world documents
c. Listen to and use personal interest materials, such as books and magazines
c. Listen to and use personal interest materials, such as books and magazines
c. Select and read personal interest materials, such as brochures, books, magazines, and web sites
c. Select and read personal interest materials, such as brochures, books, magazines, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
c. Select and read to gain information from personal interest materials such as books, magazines, cookbooks, catalogs, web sites, and other online materials
c. Select and read to gain information from personal interest materials such as books, pamphlets, how-to manuals, magazines, web sites, and other online materials
2. Recognize and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Analyze text features to facilitate understanding of informational texts
2. Analyze text features to facilitate and extend understanding of informational texts
a. Recognize print features
  • Print size
a. Identify print features
  • Bold print
  • Print size
  • Labels
  • Numbered steps
a. Use print features
  • Large bold print
  • Font size/type
  • Colored print
  • Headings and chapter titles
  • Labels
  • Captions
  • Numbered steps
a. Use print features
  • Large bold print
  • Font size/type
  • Italics
  • Colored print
  • Headings/subheadings and chapter titles
  • Labels
  • Captions
  • Numbered steps
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, and underlining
    Assessment limit:
  • In the text or a portion of the text
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content-specific texts
    Assessment limit:
  • In the text or a portion of the text
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content-specific texts
    Assessment limit:
  • In the text or a portion of the text
a. Analyze print features that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
a. Analyze print features that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
b. Recognize graphic aids
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Diagrams
b. Identify graphic aids
  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts
  • Diagrams
b. Use graphic aids
  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts/tables
  • Diagrams
  • Materials list
b. Use graphic aids
  • Illustrations
  • Pictures
  • Photographs
  • Drawings
  • Maps
  • Graphs
  • Charts/tables
  • Diagrams
  • Materials list
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
b. Analyze graphic aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
b. Analyze graphic aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
  c. Use informational aids
  • Materials lists
  • Labels
  • Numbered steps
c. Use informational aids
c. Use informational aids
  • Materials lists
  • Timelines
  • Captions
  • Glossed words
  • Labels
  • Numbered steps
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, pronunciation key, transition words, boxed text
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, other informational aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, end notes, works cited, other informational aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
c. Analyze informational aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
c. Analyze informational aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
  d. Identify organizational aids
  • Title
  • Table of contents
  • Numbered steps
d. Use organizational aids when reading
  • Title
  • Table of contents
  • Numbered steps
  • Transition words
d. Use organizational aids when reading
  • Title
  • Table of contents
  • Numbered steps
  • Glossary
  • Headings
  • Transition words
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words, other organizational aids encountered in organizational texts
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words, other organizational aids encountered in organizational texts
    Assessment limit:
  • In the text or a portion of the text
d. Analyze organizational aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
d. Analyze organizational aids that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
        e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
    Assessment limit:
  • In the text or a portion of the text
e. Analyze online features that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
e. Analyze online features that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
        f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to support the main idea of the text
    Assessment limit:
  • In the text or a portion of the text
f. Analyze the relationship between the text features and the content of the text as a whole
    Assessment limit:
  • In the text or a portion of the text
f. Analyze the relationship between the text features and the content of the text as a whole
    Assessment limit:
  • In the text or a portion of the text
3. Develop knowledge of organizational structure of informational text
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop and apply knowledge of organizational structure of informational text to understand what is read
3. Develop and apply knowledge of organizational structure of informational text to facilitate understanding
3. Apply knowledge of organizational patterns of informational text to facilitate understanding
3. Apply knowledge of organizational patterns of informational text to facilitate understanding and analysis
a. Recognize sequential order
a. Recognize sequential order
a. Distinguish between fiction and nonfiction text
a. Distinguish between fiction and nonfiction text
a. Identify and analyze the organization of texts such as sequential and/or chronological order, main idea and supporting details, cause/effect, and problem solution
    Assessment limit:
  • In the text or a portion of the text
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
    Assessment limit:
  • In the text or a portion of the text
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details
    Assessment limit:
  • In the text or a portion of the text
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, transition or signal words and phrases that indicate the organizational pattern
    Assessment limit:
  • In the text or a portion of the text
a. Analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, order of importance, transition or signal words and phrases that indicate the organizational pattern
    Assessment limit:
  • In the text or a portion of the text
a. Analyze the organizational patterns of texts such as common organizational patterns, transition or signal words and phrases that indicate the organizational pattern
    Assessment limit:
  • In the text or a portion of the text
  b. Recognize similarities and differences
b. Recognize words that signal the structure of informational text
b. Recognize words that signal the structure of informational text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
b. Explain how the organizational pattern clarifies and reinforces meaning and supports the author's/text's purpose
    Assessment limit:
  • In the text or a portion of the text
b. Analyze the contribution of the organizational pattern to clarify or reinforce meaning and support the author's purpose and/or argument
    Assessment limit:
  • In the text or a portion of the text
b. Analyze the contribution of the organizational pattern to clarify or reinforce meaning and support the author's purpose and/or argument
    Assessment limit:
  • In the text or a portion of the text
  c. Recognize description
c. Recognize sequential order
c. Recognize sequential and chronological order
        c. Use organizational structure to locate specific information
c. Analyze shifts in organizational patterns
    Assessment limit:
  • Portions of text that illustrate a shift in organizational pattern
    d. Recognize cause/effect relationships
d. Recognize cause/effect relationships
          d. Use organizational structure to locate specific information
    e. Recognize similarities and differences
e. Recognize similarities and differences
           
    f. Recognize main idea
f. Recognize description
           
      g. Recognize and use main idea and supporting details
           
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine important ideas and messages in informational texts
4. Determine and analyze important ideas and messages in informational texts
4. Determine and analyze important ideas and messages in informational texts
4. Analyze important ideas and messages in informational texts
4. Analyze important ideas and messages in informational texts
a. Retell important facts from a text
a. State the text's purpose
a. Identify the text's purpose
a. Identify the author's/text's purpose
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
a. Analyze the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
b. Identify how someone might use the text
b. Identify the main idea/text's message
b. Identify main ideas/messages
b. Identify main ideas/messages
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's argument, viewpoint, or perspective
    Assessment limit:
  • In the text or a portion of the text
b. Analyze the author's argument, viewpoint, or perspective
    Assessment limit:
  • In the text or a portion of the text
  c. Retell important facts from a text
c. Distinguish between a fact and an opinion
c. Identify information not related to the main idea
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
  d. Identify how someone might use the text
d. Retell important facts from a text
d. Draw conclusions and generalizations from text to form new understanding
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
    e. Identify how someone might use the text
e. Distinguish between a fact and an opinion
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information or ideas peripheral to the main idea or message
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information or ideas peripheral to the main idea or message
    Assessment limit:
  • In the text or a portion of the text
    f. Identify prior knowledge that clarifies the main idea of the text
f. Identify how someone might use the text
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
f. Explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
f. Explain relationships between and among ideas
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas within a text or across multiple texts
f. Analyze relationships between and among ideas
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one text or across multiple texts
      g. Summarize the text or a portion of the text
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From the text or a portion of the text
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Synthesize ideas from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Synthesize ideas from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Synthesize ideas from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
      h. Identify prior knowledge that clarifies the main idea of the text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • From the text or a portion of the text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Explain the implications of the text or how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Issues and ideas within a text or across texts that may have implications for readers or contemporary society
        i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Topics and ideas within a text or across texts that may have implications for readers or contemporary society
i. Explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Topics and ideas within a text or across texts that may have implications for readers or contemporary society
i. Explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Topics and ideas within a text or across texts that may have implications for readers or contemporary society
 
        j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
i. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Analyze purposeful use of language
5. Analyze purposeful use of language
5. Analyze purposeful use of language
    a. Recognize specific punctuation that create tone
a. Identify words and phrases with a specific effect on meaning (similes, metaphors)
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
  • Denotations of above-grade-level words in context
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
a. Analyze specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
a. Analyze specific word choice that contributes to the meaning and/or creates style
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
  • Discernible styles such as persuasive, informal, formal, etc.
a. Analyze specific word choice that contributes to the meaning and/or creates style
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, colloquialisms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
  • Discernible styles such as persuasive, informal, formal, etc.
      b. Recognize specific words and punctuation that create tone
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Analyze specific language choices that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Analyze specific language choices to determine tone
    Assessment limit:
  • In the text or a portion of the text
b. Analyze specific language choices to determine tone
    Assessment limit:
  • In the text or a portion of the text
      c. Recognize repetition of words
          c. Analyze the appropriateness of tone
    Assessment limit:
  • In the text or a portion of the text
        c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
c. Analyze the effect of repetition of words and phrases on meaning
    Assessment limit:
  • In the text or a portion of the text
c. Analyze repetition and variation of specific words and phrases that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
d. Analyze repetition and variation of specific words and phrases that contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
5. Evaluate informational text
5. Evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
  a. State whether the text fulfills the reading purpose
a. State whether the text fulfills the reading purpose
a. State whether the text fulfills the reading purpose
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Analyze the extent to which the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Analyze the extent to which the text or texts fulfill the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
  b. Tell what the author could have done to make the text easier to understand
b. Tell what the author could have done to make the text easier to understand
b. Explain what the author could have done to make the text easier to understand
b. Identify and explain additions or changes to format or features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain additions or changes to format or text features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain additions or changes to format or text features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
b. Analyze changes or additions to the structure and text features that would make the text easier to understand
    Assessment limit:
  • Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text
  • Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text
b. Analyze the extent to which the structure and text features clarify the purpose and the information
    Assessment limit:
  • Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text
  • Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text
b. Analyze the extent to which the structure and text features clarify the purpose and the information
    Assessment limit:
  • Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text
  • Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text
  c. Tell whether the author's ideas are clear
c. Explain whether the author's ideas are clear
c. Explain whether the author's ideas are clear
c. Identify and explain what makes the text a reliable source of information
c. Identify and explain what makes the text a reliable source of information
c. Identify and explain what makes the text a reliable source of information
c. Analyze the text and its information for reliability
    Assessment limit:
  • Connections between the credentials of the author and the information in the text
  • Verification of information included in the text
c. Analyze the text and its information for reliability
    Assessment limit:
  • Connections between the credentials of the author and the information in the text
  • Currency of the information in the text
  • Verification of information across multiple sources
c. Analyze the text and its information for reliability
    Assessment limit:
  • Connections between the credentials of the author and the information in the text
  • Currency of the information in the text
  • Verification of information across multiple sources
    d. Identify words that affect the reader's feelings
d. Identify words that affect the reader's feelings
d. Explain whether or not the author's opinion is presented fairly
d. Explain whether or not the author's opinion is presented fairly
d. Explain whether or not the author's opinion is presented fairly
d. Determine and explain whether or not the author's argument or position is presented fairly
    Assessment limit:
  • Evidence of opposing points of view
d. Analyze the author's argument or position for clarity and/or bias
    Assessment limit:
  • Evidence of opposing points of view
d. Analyze the author's argument or position for clarity and/or bias
    Assessment limit:
  • Evidence of opposing points of view
        e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Analyze additional information that would clarify or strengthen the author's argument or viewpoint
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Analyze additional information that would clarify or strengthen the author's argument or viewpoint
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
        f. Identify and explain words and other techniques that affect the reader's feelings
f. Identify and explain words and other techniques that affect the reader's feelings
    Assessment limit:
  • Significant words that have an emotional appeal
f. Identify and explain words and other techniques the author uses to appeal to emotion
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
f. Identify and explain language and other techniques intended to persuade the reader
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
f. Analyze language and other techniques intended to persuade the reader
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
f. Analyze the effectiveness of persuasive techniques to sway the reader to a particular point of view
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
                  g. Analyze the effect of elements of style on meaning
    Assessment limit:
  • Stylistic elements (e.g., formal versus informal language, varied sentence structure, or the use of non-sentences)
 

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07