Topic: Critical reading |
Language Arts |
| | Standard 5. Uses the general skills and strategies of the reading process |
| | | Level I [Grade K-2] |
| | | | Benchmark 2. | Uses meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Uses meaning clues to aid comprehension about content |
| | | | | | 2. | Uses meaning clues to make predictions about content |
| | | | | | 3. | Uses meaning clues to aid comprehension about action |
| | | | | | 4. | Uses meaning clues to make predictions about actions |
| | | | | | 5. | Uses meaning clues to aid comprehension about events |
| | | | | | 6. | Uses meaning clues to make predictions about events |
| | | | | | 7. | Uses meaning clues to aid comprehension about a character’s behavior |
| | | | | | 8. | Uses meaning clues to make predictions about a character’s behavior |
| | | | | | 9. | Uses pictures to aid comprehension about content |
| | | | | | 10. | Uses pictures to make predictions about content |
| | | | | | 11. | Uses pictures to aid comprehension about action |
| | | | | | 12. | Uses pictures to make predictions about action |
| | | | | | 13. | Uses pictures to aid comprehension about events |
| | | | | | 14. | Uses pictures to make predictions about events |
| | | | | | 15. | Uses pictures to aid comprehension about a character’s behavior |
| | | | | | 16. | Uses pictures to make predictions about a character’s behavior |
| | | | | | 17. | Uses picture captions to aid comprehension about content |
| | | | | | 18. | Uses picture captions to make predictions about content |
| | | | | | 19. | Uses picture captions to aid comprehension about action |
| | | | | | 20. | Uses picture captions to make predictions about action |
| | | | | | 21. | Uses picture captions to aid comprehension about events |
| | | | | | 22. | Uses picture captions to make predictions about events |
| | | | | | 23. | Uses picture captions to aid comprehension about a character’s behavior |
| | | | | | 24. | Uses picture captions to make predictions about a character’s behavior |
| | | | | | 25. | Uses the title to aid comprehension about content |
| | | | | | 26. | Uses the title to make predictions about content |
| | | | | | 27. | Uses the title to make predictions about the action |
| | | | | | 28. | Uses the title to aid comprehension about the action |
| | | | | | 29. | Uses the title to aid comprehension about events |
| | | | | | 30. | Uses the title to make predictions about events |
| | | | | | 31. | Uses the title to aid comprehension about a character’s behavior |
| | | | | | 32. | Uses the title to make predictions about a character’s behavior |
| | | | | | 33. | Uses the cover to aid comprehension about content |
| | | | | | 34. | Uses the cover to make predictions about content |
| | | | | | 35. | Uses the cover to aid comprehension about action |
| | | | | | 36. | Uses the cover to make predictions about action |
| | | | | | 37. | Uses the cover to aid comprehension about events |
| | | | | | 38. | Uses the cover to make predictions about events |
| | | | | | 39. | Uses the cover to aid comprehension about a character’s behavior |
| | | | | | 40. | Uses the cover to make predictions about a character’s behavior |
| | | | | | 41. | Uses headings to aid comprehension about content |
| | | | | | 42. | Uses headings to make predictions about content |
| | | | | | 43. | Uses headings to aid comprehension about action |
| | | | | | 44. | Uses headings to make predictions about action |
| | | | | | 45. | Uses headings to aid comprehension about events |
| | | | | | 46. | Uses headings to make predictions about events |
| | | | | | 47. | Uses headings to aid comprehension about a character’s behavior |
| | | | | | 48. | Uses headings to make predictions about a character’s behavior |
| | | | | | 49. | Uses story structure to aid comprehension about content |
| | | | | | 50. | Uses story structure to make predictions about content |
| | | | | | 51. | Uses story structure to aid comprehension about action |
| | | | | | 52. | Uses story structure to make predictions about action |
| | | | | | 53. | Uses story structure to aid comprehension about events |
| | | | | | 54. | Uses story structure to make predictions about events |
| | | | | | 55. | Uses story structure to aid comprehension about a character’s behavior |
| | | | | | 56. | Uses story structure to make predictions about a character’s behavior |
| | | | | | 57. | Uses story topic to aid comprehension about content |
| | | | | | 58. | Uses story topic to make predictions about content |
| | | | | | 59. | Uses story topic to aid comprehension about action |
| | | | | | 60. | Uses story topic to make predictions about action |
| | | | | | 61. | Uses story topic to aid comprehension about events |
| | | | | | 62. | Uses story topic to make predictions about events |
| | | | | | 63. | Uses story topic to aid comprehension about a character’s behavior |
| | | | | | 64. | Uses story topic to make predictions about a character’s behavior |
| | | Level II [Grade 3-5] |
| | | | Benchmark 3. | Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Makes predictions about what is found in the text |
| | | | | | 2. | Confirms predictions about what is found in the text |
| | | | | | 3. | Revises predictions about what is found in the text |
| | | | | | 4. | Uses prior knowledge to make predictions |
| | | | | | 5. | Uses ideas presented in text to make predictions |
| | | | | | 6. | Uses illustrations to make predictions |
| | | | | | 7. | Uses titles to make predictions |
| | | | | | 8. | Uses topic sentences to make predictions |
| | | | | | 9. | Uses key words to make predictions |
| | | | | | 10. | Uses foreshadowing clues to make predictions |
| | | | Benchmark 10. | Understands the author’s purpose (e.g., to persuade, to inform) or point of view |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows when an author’s purpose is to persuade |
| | | | | | 2. | Knows when an author’s purpose is to inform |
| | | | | | 3. | Understands an author’s point of view appropriate to grades 3-5 |
| | | Level III [Grade 6-8] |
| | | | Benchmark 5. | Understands specific devices an author uses to accomplish his or her purpose (e.g., persuasive techniques, style, word choice, language structure) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands an author uses persuasive techniques to accomplish his or her purpose |
| | | | | | 2. | Understands an author uses a certain style to accomplish his or her purpose |
| | | | | | 3. | Understands an author uses word choice to accomplish his or her purpose |
| | | | | | 4. | Understands an author uses language structure to accomplish his or her purpose |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 4. | Understands writing techniques used to influence the reader and accomplish an author’s purpose (e.g., organizational patterns, figures of speech, tone, literary and technical language, formal and informal language, narrative perspective) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands writing techniques used to influence the reader |
| | | | | | 2. | Understands writing techniques used to accomplish the author’s purpose |
| | | | | | 3. | Understands organizational patterns, such as cause-and-effect or chronological order |
| | | | | | 4. | Understands figures of speech |
| | | | | | 5. | Understands literary language |
| | | | | | 6. | Understands technical language |
| | | | | | 7. | Understands formal language |
| | | | | | 8. | Understands informal language |
| | | | | | 9. | Understands the role of the narrator |
| | | | | | 10. | Understands narrative perspective |
| | | | Benchmark 6. | Understands the philosophical assumptions and basic beliefs underlying an author’s work (e.g., point of view, attitude, and values conveyed by specific language; clarity and consistency of political assumptions) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the philosophical assumptions underlying an author’s work |
| | | | | | 2. | Understands the beliefs underlying an author’s work |
| | | | | | 3. | Understands an author’s point of view appropriate to 9-12 |
| | | | | | 4. | Understands an author’s attitude |
| | | | | | 5. | Understands an author’s values as conveyed by language |
| | | | | | 6. | Understands whether an author’s political assumptions are clear |
| | | | | | 7. | Understands whether an author’s political assumptions are consistent |
| | Standard 6. Uses reading skills and strategies to understand and interpret a variety of literary texts |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 8. | Understands relationships between literature and its historical period, culture, and society (e.g., influence of historical context on form, style, and point of view; influence of literature on political events; social influences on author’s description of characters, plot, and setting; how writer’s represent and reveal their cultures and traditions) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands relationships between literature and historical period |
| | | | | | 2. | Understands relationships between literature and culture |
| | | | | | 3. | Understands relationships between literature and society |
| | | | | | 4. | Understands influence of historical context on form |
| | | | | | 5. | Understands influence of historical context on point of view |
| | | | | | 6. | Understands influence of historical context on style |
| | | | | | 7. | Understands influence of literature on political events |
| | | | | | 8. | Understands social influences on author’s description of characters |
| | | | | | 9. | Understands social influences on author’s description of setting |
| | | | | | 10. | Understands social influences on author’s description of plot |
| | | | | | 11. | Understands how writers represent their cultures |
| | | | | | 12. | Understands how writers represent their traditions |
| | | | | | 13. | Understands how writers reveal their cultures |
| | | | | | 14. | Understands how writers reveal their traditions |
| | Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts |
| | | Level I [Grade K-2] |
| | | | Benchmark 2. | Understands the main idea and supporting details of simple expository information |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands main idea of expository information |
| | | | | | 2. | Understands supporting details of expository information |
| | | Level II [Grade 3-5] |
| | | | Benchmark 7. | Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands structural patterns in informational text |
| | | | | | 2. | Understands the organization of informational text |
| | | | | | 3. | Understands the use of chronological order in informational texts |
| | | | | | 4. | Understands the use of logical order in informational texts |
| | | | | | 5. | Understands the use of sequential order in informational texts |
| | | | | | 6. | Understands the use of compare-and-contrast in informational texts |
| | | | | | 7. | Understands the use of cause-and-effect in informational texts |
| | | | | | 8. | Understands the use of proposition and support patterns in informational texts |
| | | Level III [Grade 6-8] |
| | | | Benchmark 4. | Uses new information to adjust and extend personal knowledge base |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands that new information may change personal knowledge of a topic |
| | | | Benchmark 5. | Draws conclusions and makes inferences based on explicit and implicit information in texts |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Draws conclusions based on explicit information in texts |
| | | | | | 2. | Draws conclusions based on implicit information in texts |
| | | | | | 3. | Makes inferences based on explicit information in texts |
| | | | | | 4. | Makes inferences based on implicit information in texts |
| | | | Benchmark 6. | Differentiates between fact and opinion in informational texts |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands facts in reading selection |
| | | | | | 2. | Understands opinions in reading selection |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 5. | Uses text features and elements to support inferences and generalizations about information (e.g., vocabulary, structure, evidence, expository structure, format, use of language, arguments used) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Uses text features to support inferences about information |
| | | | | | 2. | Uses text elements to support inferences about information |
| | | | | | 3. | Uses text features to support generalizations about information |
| | | | | | 4. | Uses text elements to support generalizations about information |
| | | | | | 5. | Uses vocabulary to support inferences and generalizations |
| | | | | | 6. | Uses text structure to support inferences and generalizations |
| | | | | | 7. | Uses evidence to support inferences and generalizations |
| | | | | | 8. | Uses expository structure to support inferences and generalizations |
| | | | | | 9. | Uses format to support inferences and generalizations |
| | | | | | 10. | Uses language from text to support inferences and generalizations |
Foreign Language |
| | Standard 1. Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information |
| | | Level III [Grade 5-8] |
| | | | Benchmark 6. | Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze) |
| | | | | Knowledge/skill statements |
| | | | | | 4. | Follows written directions in the target language |
| | | | | | 6. | Gives and follows written directions for travel situations |
| | | | | | 8. | Gives and follows written directions for tasks |
| | | | | | 10. | Gives and follows written directions for a recipe |
| | | | | | 12. | Gives and follows written directions for a word maze |
| | Standard 2. Understands and interprets written and spoken language on diverse topics from diverse media |
| | | Level II [Grade K-4] |
| | | | Benchmark 2. | Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one's native language (e.g., stories, newspaper articles, advertisements) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the main ideas in ability-appropriate, highly illustrated texts |
| | | | | | 2. | Understands the main ideas in stories that use many words that are similar to those in one’s native language |
| | | | | | 3. | Understands the main ideas in newspaper articles that use many words that are similar to those in one’s native language |
| | | | | | 4. | Understands the main ideas in advertisements that use many words that are similar to those in one’s native language |
| | | | Benchmark 4. | Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the main idea in ability-appropriate written poems |
| | | | | | 2. | Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate written poems |
| | | | | | 3. | Understands the main idea in ability-appropriate folk tales |
| | | | | | 4. | Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate folk tales |
| | | | | | 5. | Understands the main idea in ability-appropriate fairy tales |
| | | | | | 6. | Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate fairy tales |
| | | | | | 7. | Understands the main idea in ability-appropriate illustrated stories |
| | | | | | 8. | Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate illustrated stories |
| | | | Benchmark 5. | Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands brief written messages on familiar topics |
| | | | | | 2. | Understands brief written personal notes on familiar topics |
| | | | | | 3. | Understands brief written messages or notes about everyday school activities |
| | | | | | 4. | Understands brief written messages or notes about everyday home activities |
| | | | Benchmark 8. | Understands oral and written descriptions of people and objects in the environment |
| | | | | Knowledge/skill statements |
| | | | | | 2. | Understands written descriptions of people and objects in the environment |
| | | Level III [Grade 5-8] |
| | | | Benchmark 2. | Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the content of ability-appropriate personal letters |
| | | | | | 2. | Understands the content of ability-appropriate pamphlets |
| | | | | | 3. | Understands the content of ability-appropriate illustrated newspapers |
| | | | | | 4. | Understands the content of ability-appropriate illustrated magazine articles |
| | | | | | 5. | Understands the content of ability-appropriate advertisements |
| | | | Benchmark 6. | Uses context clues (e.g., known language, diagrams, text features, graphics) to decode unfamiliar words and phrases in complex messages or texts |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Uses context clues to decode unfamiliar words in complex messages or texts |
| | | | | | 2. | Uses context clues to decode unfamiliar phrases in complex messages or texts |
| | | | | | 3. | Uses known language to decode unfamiliar words and phrases in complex messages or texts |
| | | | | | 4. | Uses text features to decode unfamiliar words and phrases in complex messages or texts |
| | | | | | 5. | Uses graphics to decode unfamiliar words and phrases in complex messages or texts |
| | | | Benchmark 7. | Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, poems, plays) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the main ideas of ability-appropriate authentic literature |
| | | | | | 2. | Understands the themes of ability-appropriate authentic literature |
| | | | | | 3. | Understands the principal characters of ability-appropriate authentic literature |
| | | | | | 4. | Understands the significant details of ability-appropriate authentic literature |
| | | | | | 5. | Understands the main ideas, themes, principal characters, and significant details of narratives |
| | | | | | 6. | Understands the main ideas, themes, principal characters, and significant details of short stories |
| | | | | | 7. | Understands the main ideas, themes, principal characters, and significant details of poems |
| | | | | | 8. | Understands the main ideas, themes, principal characters, and significant details of plays |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 2. | Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the main ideas of expository texts on topics of current and historical importance to members of the target culture |
| | | | | | 2. | Understands the significant details of expository texts on topics of current and historical importance to members of the target culture |
| | | | | | 3. | Understands the main ideas and significant details of full length feature articles |
| | | | Benchmark 3. | Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands main plot and sub-plots in authentic, ability-appropriate written literature |
| | | | | | 2. | Understands appearance, roles, and significance of characters in authentic, ability-appropriate written literature |
| | | | | | 3. | Understands theme in authentic, ability-appropriate written literature |
| | | | | | 4. | Understands setting in authentic, ability-appropriate written literature |
| | | | | | 5. | Understands story elements in ability-appropriate short stories |
| | | | | | 6. | Understands story elements in ability-appropriate poems |
| | | | Benchmark 4. | Understands author's style, point of view, and purpose in target-language literature that is appropriate at this developmental level |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands author’s style in target-language literature that is appropriate at this developmental level |
| | | | | | 2. | Understands author’s point of view in target-language literature that is appropriate at this developmental level |
| | | | | | 3. | Understands author’s purpose in target-language literature that is appropriate at this developmental level |
| | | | Benchmark 6. | Understands cultural nuances of meaning (e.g., word choice, idioms, intonation, inflection, formal and informal usage) in written and spoken language and in expressive products of the culture (e.g., literary genres, visual arts) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands cultural nuances of meaning in written language |
| | | | | | 3. | Understands cultural nuances of meaning in expressive products of the culture |
| | | | | | 4. | Understands word choice in written and spoken language and in expressive products of the culture |
| | | | | | 5. | Understands idioms in written and spoken language and in expressive products of the culture |
| | | | | | 8. | Understands formal and informal usage in written and spoken language and in expressive products of the culture |
| | Standard 3. Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics |
| | | Level III [Grade 5-8] |
| | | | Benchmark 5. | Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Summarizes the plot in selected poems |
| | | | | | 2. | Summarizes the plot in selected short stories |
| | | | | | 3. | Summarizes the plot in selected folk tales |
| | | | | | 4. | Summarizes the plot in selected anecdotes |
| | | | | | 5. | Describes the characters in selected poems |
| | | | | | 6. | Describes the characters in selected short stories |
| | | | | | 7. | Describes the characters in selected folk tales |
| | | | | | 8. | Describes the characters in selected anecdotes |
Theatre |
| | Standard 2. Uses acting skills |
| | | Level IV [Grade 9-12] |
| | | | Benchmark 1. | Understands the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the physical dimensions of characters found in dramatic texts from various genres and media |
| | | | | | 2. | Understands the emotional dimensions of characters found in dramatic texts from various genres and media |
| | | | | | 3. | Understands the social dimensions of characters found in dramatic texts from various genres and media |
