1. With prompting and support, ask and answer questions about key details in a text. (Student Examples 1, 2, 3)

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the txt.

1. Cite the textual evidence that most strongly supports an analysis of what the text says

 

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

      text.

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.

 

 

 

 

 

 

 

 

2. With prompting and support, retell familiar stories, including key details.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and

       explain how it is conveyed through key details in the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to

       challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

       from personal opinions or judgments.

2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary

       of the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the

       characters, setting, and plot; provide an objective summary of the text.

 

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.

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.

 

 

 

 

 

 

 

3. With prompting and support, identify characters, settings, and major events in a story.

3. Describe characters, settings, and major events in a story, using key details.

3. Describe how characters in a story respond to major events and challenges.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of

      events.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s

       thoughts, words, or actions).

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g.,

       how characters interact).

3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as

       the plot moves toward a resolution.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (Student Examples 1, 2, 3)

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke

       a decision.

 

3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with

      other characters, and advance the plot or develop the theme.

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/archetypes are introduced and developed). CA

 

 

 

 

 

 

 

4. Ask and answer questions about unknown words in a text. (See grade K Language standards 4–6 for additional expectations.) CA

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4–6

      for additional expectations.) CA

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story,

      poem, or song. (See grade 2 Language standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3

      Language standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found

       in mythology (e.g., Herculean). (See grade 4 Language standards 4–6 for additional expectations.) CA 4. Determine the meaning of

       words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade 5 Language

       standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and

       similes. (See grade 5 Language standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

       impact of a specific word choice on meaning and tone. (See grade 6 Language standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

       impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or

       drama. (See grade 7 Language standards 4–6 for additional expectations.) CA

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

       impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language

        standards 4–6 for additional expectations.) CA

 

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze

       the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;

       how it sets a formal or informal tone). (See grade 9–10 Language standards 4–6 for additional expectations.) CA

 

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze

        the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly

        fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11–12 Language standards 4–6 for

        additional expectations.) CA

 

 

 

 

 

 

 

5. Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of

      text types.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the

      action.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza;

      describe how each successive part builds on earlier sections.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm,

      meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or

      poem.

5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

      development of the theme, setting, or plot.

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its

      meaning and style.

 

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time

      (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

 

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.

 

 

 

 

 

 

 

6. Speak audibly and express thoughts, feelings, and ideas clearly.

6. Produce complete sentences when appropriate to task and situation.

          (See grade 1 Language standards 1 and 3 for specific expectations.)

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

          (See grade   2 Language standards 1 and 3 for specific expectations.)

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-

        person narrations.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Explain how an author develops the point of view of the narrator or speaker in a text.

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic

            (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

 

6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on

         a wide reading of world literature.

6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g.,

            satire, sarcasm, irony, or understatement).

 

 

 

 

 

 

 

 

 

7. Participate in shared research & writing projects (e.g., explore a number of books by a favorite author and express opinions about them) 

7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write

            a sequence of instructions).

7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record

                     science observations).

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,

         emphasize aspects of a character or setting).

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version

         reflects specific descriptions and directions in the text.

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia

         presentation of fiction, folktale, myth, poem).

7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of

        the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of

        techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,

        evaluating the choices made by the director or actors.

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).

7. Analyze multiple interpretations of a story, drama, or poem (Further analysis example) (e.g., recorded or live production of a play or recorded novel or poetry),

        evaluating how each version interprets the source text. 

                                                  (Include at least one play by Shakespeare and one play by an American dramatist.)

 

 

 

 

 

 

 

 

8. (Not applicable to literature Grades K-12)       8. (Not applicable to literature Grades K-12) 

 

 

 

 

 

 

 

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

9. Compare and contrast the adventures and experiences of characters in stories.

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different

        cultures.

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters

        (e.g., in books from a series).

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events

        (e.g., the quest) in stories, myths, and traditional literature from different cultures.

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and

         topics.

9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of

         their approaches to similar themes and topics.

9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of

        understanding how authors of fiction use or alter history.

9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or

        religious works such as the Bible, including describing how the material is rendered new.

 

9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic

       from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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.

 

 

 

 

 

 

 

 

 

 

 

10. Actively engage in group reading activities with purpose and understanding.

          a. Activate prior knowledge related to the information and events in texts. CA

          b. Use illustrations and context to make predictions about text. CA

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

          a. Activate prior knowledge related to the information and events in a text. CA

          b. Confirm predictions about what will happen next in a text. CA

10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band

          proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3

         text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity

          band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5

          text complexity band independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity

          band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity

          band proficiently, with scaffolding as needed at the high end of the range.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text

          complexity band independently and proficiently.

 

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.

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.