VOCABULARY (V:1 and 2)

R:V:1 Students identify the meaning of unfamiliar vocabulary by…

R:V:10:1.1a Using strategies to unlock meaning (e.g., knowledge of word structure) including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge) (State)

R:V:2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by…

R:V:10:2.1 Identifying synonyms, antonyms, homonyms/ homophones, shades of meaning, analogies, idioms, or word origins, including words from dialects, or other languages that have been adopted into our language/standard English. (State) 

R:V:10:2.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary (State)

EXAMPLE: Students might be asked to explain the meaning of terminology appropriate to the content of the subject area as used in a text passage

UNDERSTANDING OF LITERARY TEXT (LT:1)

R:LT:1 Demonstrate initial understanding of elements of literary texts by…

R:LT:10:1.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action (State)

R:LT:10:1.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

ANALYSIS AND INTERPRETATION OF LITERARY TEXTS/ CITING EVIDENCE (LT:2 and 3)

R:LT:2 Analyze and interpret elements of literary texts, citing evidence where appropriate by…

R:LT:10:2.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot) (State)

R:LT:10:2.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time  (State)

R:LT10:2.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State)

R:LT:10:2.4 Explaining how the narrator’s point of view or author’s style is evident and affects the reader’s interpretation  (State)

EXAMPLE: If this story were told from another character’s point of view, how would the reader’s interpretation be different?

R:LT:10:2.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade)  message or theme (which may include universal themes) is supported within the text (State)

R:LT:3 Analyze and interpret author’s craft, citing evidence where appropriate by…

R:LT:10:3.1 Demonstrating knowledge of author’s style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation) to analyze literary works (State)

Suggested Literary Texts include, but are not limited to…

Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles, etc.

INITIAL UNDERSTANDING OF INFORMATIONAL TEXT (IT:1)

R:IT:1 Demonstrate initial understanding of informational texts (expository and practical texts) by…

R:IT:10-:1.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (State)

R:IT:10:1.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams.  (State)      

R:IT:10:1.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining (State)

ANALYSIS and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE (IT:2)

R:IT:2 Analyze and interpret informational text, citing evidence as appropriate by…

R:IT:10:2.1 Explaining connections about information within a text, across texts, or to related ideas (State)

EXAMPLE: Students are asked to compare information presented in two textual excerpts.

R:IT:10:2.2 Synthesizing and evaluating information within or  across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State) EXAMPLE: How does the title of the article reflect the author’s perspective?

R:IT:10:2.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (State)

R:IT:10:2.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts (State)

R:IT:10:2.5 Making inferences about causes and/or effects (State)

R:IT:10:2.6  Evaluating the clarity and accuracy of information (e.g. consistency, effectiveness of organizational pattern, or logic of arguments) (State)

Suggested  Informational Texts include, but are not limited to…

Reference materials:

Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, legal documents (i.e, Supreme Court case decisions, lease agreements), public documents (drivers’ manuals) and discourse, essays (including literary criticisms), articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries, etc.

Practical/functional texts:

Procedures/instructions, announcements, invitations, advertisements, pamphlets, schedules, memos, applications, catalogues, etc.

SAMPLE TEXTS AT HIGH SCHOOL:

To Kill a Mockingbird; Night; Into Thin Air; Newsweek magazine