Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 131 - THE MAINE FEDERAL, STATE, AND LOCAL ACCOUNTABILITY STANDARDS › Section 071-131-1 - ENGLISH LANGUAGE ARTS

Current through 2024-29, July 17, 2024
CONTENT STANDARD AND PERFORMANCE
				  INDICATORS
1.
READING
1.1
WORD
				IDENTIFICATION SKILLS and STRATEGIES (R-1)
Grade 2
1.1.1 :Students apply word identification and decoding
				  strategies by ...
( R-2-1)
1.1.1.1 Identifying regularly spelled multi-syllabic words,
				  by using knowledge of sounds, syllable types, or word patterns (including most
				  common spellings for consonants and vowels, e.g., knot, catch, float, fight; or
				  common suffixes )
(R-2-1.1)
EXAMPLES: Students might be asked to match words to pictures
				  or to match words to words with similar sounds (e.g. flower and shower)
EXAMPLES: (multi-syllabic words): happiness, shower,
				  sunshine
Grade 3
1.1.2 Students apply word identification/ decoding strategies
				  by ...
(R-3-1)
1.1.2.1 Identifying multi-syllabic words, by using knowledge
				  of sounds, syllable types, or word patterns (including prefixes, suffixes, or
				  variant spellings for consonants or vowels, e.g., bought) (R-3-1.1)
EXAMPLES: Students might be asked to match words to words
				  with similar sounds, such as which word rhymes with the word in the box or
				  which word has the same vowel sound as the word in the box.
EXAMPLES (multi-syllabic words): pretending,
				  discussion
1.2
VOCABULARY
1.2.1
VOCABULARY STRATEGIES (R-2)
Grade 2
1.2.1.1 Students identify the meaning of unfamiliar
				  vocabulary by...
( R-2-2)
1.2.1.1.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including common base words and suffixes, such as
				  "thickest," "hope-ful;" or context clues, including illustrations and diagrams;
				  or prior knowledge) (R-2-2.1)
Grade 3
1.2.1.2 Students identify the meaning of unfamiliar
				  vocabulary by...
(R-3-2)
1.2.1.2.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including prefixes/suffixes and base words, such as
				  "un-covered;" or context clues; or other resources, such as dictionaries,
				  glossaries; or prior knowledge) (R-3-2.1)
Grade 4
1.2.1.3 Students identify the meaning of unfamiliar
				  vocabulary by...
( R-4-2)
1.2.1.3.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including prefixes/suffixes and base words; or context
				  clues; or other resources, such as dictionaries, glossaries; or prior
				  knowledge) (R-4-2.1)
Grade 5
1.2.1.4 Students identify the meaning of unfamiliar
				  vocabulary by...
(R-5-2)
1.2.1.4.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including prefixes/suffixes and base words; or context
				  clues; or other resources, such as dictionaries, glossaries; or prior knowledge
				  (R-5-2.1)
Grade 6
1.2.1.5 Students identify the meaning of unfamiliar
				  vocabulary by...
(R-6-2)
1.2.1.5.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including prefixes/suffixes and base words; or context
				  clues; or other resources, such as dictionaries, glossaries, thesauruses; or
				  prior knowledge) (R-6-2.1)
Grade 7
1.2.1.6 Students identify the meaning of unfamiliar
				  vocabulary by...
(R-7-2)
1.2.1.6.1 Using strategies to unlock meaning (e.g., knowledge
				  of word structure, including prefixes/suffixes, base words, common roots, or
				  word origins; or context clues; or other resources, such as, dictionaries,
				  glossaries, thesauruses; or prior knowledge) (R-7-2.1)
EXAMPLE (of common root ): inspection (in -spec- tion)
Grades 9-Diploma
1.2.1.7 Students identify the meaning of unfamiliar
				  vocabulary by...
(R-10-2)
1.2.1.7.1 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)
(R-10-2.1)
(Assumes a variety of text and increasing text complexity
				  across grade levels)
1.2.2
BREADTH OF VOCABULARY (R3)
Grade 2
1.2.2.1 Students show breadth of vocabulary knowledge,
				  demonstrating understanding of word meanings or relationships by ...
( R-2-3)
1.2.2.1.1 Identifying synonyms or antonyms; or categorizing
				  words (R-2-3.1)
EXAMPLES (of categorizing): Given a T-chart with two
				  "categories" of words listed (e.g., shapes and sizes), students would identify
				  another word to add to the chart that describes shapes or sizes; or in a
				  multiple choice item, select the best category title for the words
				  listed
1.2.2.1.2 Selecting appropriate words to use in context,
				  including words specific to the content of the text (R-2-3.2)
EXAMPLE: In a short passage about Native American homes,
				  students might encounter the words longhouse and igloo, and then be asked to
				  show that they know the difference between them.
Grade 3
1.2.2.2 Students show breadth of vocabulary knowledge,
				  demonstrating understanding of word meanings or relationships by ...
(R-3-3)
1.2.2.2.1 Identifying synonyms, antonyms, or homonyms/
				  homophones; or categorizing words (R-3-3.1)
1.2.2.2.2 Selecting appropriate words to use in context,
				  including content specific vocabulary (e.g., predator/prey), or words with
				  multiple meanings) (R-3-3.2)
EXAMPLE (multiple meanings): Students identify the intended
				  meaning of words found in text - The word "fall" can mean a time of the year or
				  losing your step. What words from the passage help you to know what "fall"
				  means in this story"
EXAMPLE (multiple meanings): The word "fall" has many
				  different meanings. Which sentence below uses the word "fall" to mean a time of
				  the year" OR Which sentence below uses "fall" with the same meaning as it is
				  used in the poem"
Grade 4
1.2.2.3 Students show breadth of vocabulary knowledge through
				  demonstrating understanding of word meanings or relationships by ...
(R-4-3)
1.2.2.3.1 Identifying synonyms, antonyms, homonyms/
				  homophones, or shades of meaning (R-4-3.1)
EXAMPLE (of shades of meaning): cold, freezing
1.2.2.3.2 Selecting appropriate words to use in context,
				  including content specific vocabulary, words with multiple meanings, or precise
				  vocabulary (R-4-3.2)
EXAMPLE (precise vocabulary): In this passage, the bear could
				  best be described as acting:
(A) excited (B) playful (C) harmful (D) curious
Grade 5
1.2.2.4 Students show breadth of vocabulary knowledge through
				  demonstrating understanding of word meanings or relationships by ...
(R-5-3)
1.2.2.4.1 Identifying synonyms, antonyms, homonyms/
				  homophones, or shades of meaning (R-5-3.1)
EXAMPLE (of shades of meaning): tired, exhausted
1.2.2.4.2 Selecting appropriate words or explaining the use
				  of words in context, including, content specific vocabulary, words with
				  multiple meanings, or precise vocabulary (R-5-3.2)
EXAMPLE (multiple meanings): Students explain the intended
				  meanings of words found in text - Based on the way "spring" is used in this
				  passage, would having a "spring" be necessary for survival" Explain how you
				  know.
Grade 6
1.2.2.5 Students show breadth of vocabulary knowledge through
				  demonstrating understanding of word meanings and relationships by...
(R-6-3)
1.2.2.5.1 Identifying synonyms, antonyms, homonyms/
				  homophones or shades of meaning, or simple analogies (R-6-3.1)
EXAMPLE (simple analogy): parent:child as cat:kitten
1.2.2.5.2 Selecting appropriate words or explaining the use
				  of words in context, including content specific vocabulary, words with multiple
				  meanings, or precise vocabulary (R-6-3.2)
Grade 7
1.2.2.6 Students show breadth of vocabulary knowledge through
				  demonstrating understanding of word meanings and relationships by...
(R-7-3)
1.2.2.6.1 Identifying synonyms, antonyms, homonyms/
				  homophones or shades of meaning, or analogies (R-7-3.1)
EXAMPLE (analogy): map:locate as recipe:cook
1.2.2.6.2 Selecting appropriate words or explaining the use
				  of words in context, including content specific vocabulary, words with multiple
				  meanings, or precise vocabulary (R-7-3.2)
Grades 9-Diploma
1.2.2.7 Students show breadth of vocabulary knowledge through
				  demonstrating understanding of word meanings and relationships by...
(R-10-3)
1.2.2.7.1 Identifying synonyms, antonyms, homonyms/
				  homophones, shades of meaning, idioms, or word origins, including words from
				  dialects, or other languages that have been adopted into our language/standard
				  English (R-10-3.1)
1.2.2.7.2 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 (R-10-3.2)
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
(Assumes a variety of text and increasing text complexity
				  across grade levels.)
1.3
LITERARY TEXTS
1.3.1
INITIAL UNDERSTANDING of LITERARY TEXTS
				  (R-4)
Grade 2
1.3.1.1 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-2-4)
1.3.1.1.1 Identifying or describing character(s), setting,
				  problem, solution, or major events as appropriate to text. (R-2-4.1)
Grade 3
1.3.1.2 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-3-4)
1.3.1.2.1 Identifying or describing character(s), setting,
				  problem/solution, major events, or plot as appropriate to text.
				  (R-3-4.1)
1.3.1.2.2 Paraphrasing or summarizing key ideas/plot with
				  events sequenced as appropriate to text. (R-3-4.2)
Grade 4
1.3.1.3 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-4-4)
1.3.1.3.1 Identifying or describing character(s), setting,
				  problem/solution, major events, or plot as appropriate to text or identifying
				  any significant changes in character(s) over time. (R-4-4.1)
1.3.1.3.2 Paraphrasing or summarizing key ideas/plot with
				  major events sequenced, as appropriate to text. (R-4-4.2)
Grade 5
1.3.1.4 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-5-4)
1.3.1.4.1 Identifying or describing character(s), setting,
				  problem/ solution, major events, or plot, as appropriate to text; or
				  identifying any significant changes in character(s) over time (R-5-4.1)
1.3.1.4.2 Paraphrasing or summarizing key ideas/plot, with
				  major events sequenced, as appropriate to text (R-5-4.2)
Grade 6
1.3.1.5 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-6-4)
1.3.1.5.1 Identifying or describing character(s), setting,
				  problem/ solution, or plot, as appropriate to text; or identifying any
				  significant changes in character or setting over time (R-6-4.1)
EXAMPLE (of setting changing): In this poem, how does the
				  farm's appearance change over the years"
1.3.1.5.2 Paraphrasing or summarizing key ideas/plot, with
				  major events sequenced, as appropriate to text (R-6-4.2)
Grade 7
1.3.1.6 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-7-4)
1.3.1.6.1 Identifying or describing character(s), setting,
				  problem/ solution, or plot, as appropriate to text; or identifying any
				  significant changes in character or setting over time; or identifying rising
				  action, climax, or falling action (R-7-4.1)
1.3.1.6.2 Paraphrasing or summarizing key ideas/plot, with
				  major events sequenced, as appropriate to text (R-7-4.2)
Grades 9-Diploma
1.3.1.7 Students demonstrate initial understanding of
				  elements of literary texts by...
(R-10-4)
1.3.1.7.1 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 (R-10-4.1)
1.3.1.7.2 Paraphrasing or summarizing key ideas/plot, with
				  major events sequenced, as appropriate to text (R-10-4.2)
(Assumes a variety of text and increasing text complexity
				  across grade levels.)
1.3.2
ANALYSIS and INTERPRETATION OF LITERARY TEXTS,
				  CITING EVIDENCE (R-5)
Grade 2
1.3.2.1 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-2-5)
1.3.2.1.1 Making logical predictions (R-2-5.1)
EXAMPLE: What might happen next"
1.3.2.1.2 Identifying relevant physical characteristics or
				  personality traits of main characters (R-2-5.2)
1.3.2.1.3 Making basic inferences about problem or solution
				  (R-2-5.3)
EXAMPLES: What helped Luke to solve his problem in the story"
				  What was Jane's problem"
Grade 3
1.3.2.2 . Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-3-5)
1.3.2.2.1 Making logical predictions (R-3-5.1)
1.3.2.2.2 Describing main characters' physical
				  characteristics or personality traits; or providing examples of thoughts, words
				  or actions that reveal characters' personality traits (R-3-5.2)
1.3.2.2.3 Making basic inferences about problem, conflict, or
				  solution (e.g., cause-effect relationships) (R-3-5.3)
EXAMPLE: How might the story have been different if."
1.3.2.2.4 Identifying the author's basic message
				  (R-3-5.5)
EXAMPLE: In this story, Jon learned an important lesson about
				  what to do when lost in the woods. What lesson did Jon learn"
Grade 4
1.3.2.3 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-4-5)
1.3.2.3.1 Making logical predictions (R-4-5.1)
1.3.2.3.2 Describing main characters' physical
				  characteristics or personality traits; or providing examples of thoughts,
				  words, or actions that reveal characters' personality traits (R-4-5.2)
1.3.2.3.3 Making inferences about problem, conflict, or
				  solution (R-4-5.3)
EXAMPLE: What influenced the father's decision to let his son
				  try the climb"
1.3.2.3.4 Identifying who is telling the story
				  (R-4-5.4)
1.3.2.3.5 Identifying author's message or theme
				  (R-4-5.5)
EXAMPLE: What was the author trying to say about friendship
				  in this story" (e.g., friendship begins with accepting differences)
Grade 5
1.3.2.4 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-5-5)
1.3.2.4.1 Making logical predictions (R-5-5.1)
EXAMPLE: Which event is most likely to happen next" (e.g.,
				  providing evidence from text to explain why something is likely to happen
				  next)
1.3.2.4.2 Describing characters' physical characteristics,
				  personality traits, or interactions; or providing examples of thoughts, words,
				  or actions that reveal characters' personality traits or their changes over
				  time (R-5-5.2)
1.3.2.4.3 Making inferences about problem, conflict,
				  solution, or the relationship among elements (plot, character, setting) within
				  text (e.g., how the setting affects a character or plot development)
				  (R-5-5.3)
1.3.2.4.4 Identifying the narrator (R-5-5.4)
1.3.2.4.5 Identifying author's message or theme (implied or
				  stated, as in a fable) (R-5-5.5)
1.3.2.5 Students analyze and interpret author's craft, citing
				  evidence where appropriate by...
(R-5-6)
1.3.2.5.1 Demonstrating knowledge of use of literary elements
				  and devices (i.e., imagery, exaggeration) to analyze literary works
				  (R-5-6.1)
Grade 6
1.3.2.6 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-6-5)
1.3.2.6.1 Explaining or supporting logical predictions (e.g.,
				  providing evidence from text to explain why something is likely to happen next
				  (R-6-5.1)
1.3.2.6.2 Describing characters' traits, motivation, or
				  interactions, citing thoughts, words, or actions that reveal characters'
				  traits, motivations, or their changes over time (R-6-5.2)
1.3.2.6.3 Making inferences about cause/effect, external
				  conflicts (e.g., person versus person, person versus nature/society/fate), or
				  the relationship among elements within text (e.g., how the historical era
				  influences the characters' actions or thinking) (R-6-5.3)
1.3.2.6.4 Explaining how the narrator's point of view affects
				  the reader's interpretation (R-6-5.4)
EXAMPLE:This story is told from Ted's point of view. What do
				  you know about how Ted feels because he tells the story"
1.3.2.6.5 Identifying author's message or theme
				  (R-6-5.5)
1.3.2.7 Students analyze and interpret author's craft, citing
				  evidence where appropriate by...
(R-6-6)
1.3.2.7.1 Demonstrating knowledge of use of literary elements
				  and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, or
				  suspense) to analyze literary works (R-6-6.1)
Grade 7
1.3.2.8 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-7-5)
1.3.2.8.1 Explaining or supporting logical predictions
				  (R-7-5.1)
1.3.2.8.2 Describing characters' traits, motivation, or
				  interactions, citing thoughts, words, or actions that reveal characters'
				  traits, motivations, or their changes over time (R-7-5.2)
1.3.2.8.3 Making inferences about cause/effect (e.g.,
				  explaining how an event gives rise to the next), internal or external conflicts
				  (e.g., person versus self, person versus person, person versus
				  nature/society/fate), or the relationship among elements within text
				  (R-7-5.3)
1.3.2.8.4 Explaining how the narrator's point of view affects
				  the reader's interpretation (R-7-5.4)
1.3.2.8.5 Explaining how the author's message or theme is
				  supported within the text (R-7-5.5)
1.3.2.9 Students analyze and interpret author's craft, citing
				  evidence where appropriate by...
(R-7-6)
1.3.2.9.1 Demonstrating knowledge of use of literary elements
				  and devices (i.e., imagery, exaggeration, repetition, flashback, foreshadowing,
				  personification) to analyze literary works (R-7-6.1)
EXAMPLE: Why did the author choose to use flashback in this
				  story"
Grades 9-Diploma
1.3.2.10 Students analyze and interpret elements of literary
				  texts, citing evidence where appropriate by...
(R-10-5)
1.3.2.10.1 Explaining and supporting logical predictions or
				  logical outcomes (e.g., drawing conclusions based on interactions between
				  characters or evolving plot) (R-10-5.1)
1.3.2.10.2 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 (R-10-5.2)
1.3.2.10.3 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) (R-10-5.3)
1.3.2.10.4 Explaining how the narrator's point of view or
				  author's style is evident and affects the reader's interpretation
				  (R-10-5.4)
EXAMPLE: If this story were told from another character's
				  point of view, how would the reader's interpretation be different"
1.3.2.10.5 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 (R-10-5.5)
1.3.2.11 Students analyze and interpret author's craft,
				  citing evidence where appropriate by...
(R-10-6)
1.3.2.11.1 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
				  (R-10-6.1)
(Assumes a variety of text and increasing text complexity
				  across grade levels)
1.4
INFORMATIONAL TEXTS
1.4.1
INITIAL UNDERSTANDING of INFORMATIONAL TEXT
				  (Expository and Practical Text across Content Areas) (R-7)
Grade 2
1.4.1.1 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-2-7)
1.4.1.1.1 Obtaining information, from text features (e.g.,
				  simple table of contents, glossary, charts, graphs, diagrams, or illustrations)
				  (R-2-7.1)
EXAMPLE: On what page would you find information about
				  snakes"
1.4.1.1.2 Using explicitly stated information to answer
				  questions (R-2-7.2)
EXAMPLE: According to this report, what do dolphins
				  eat"
Grade 3
1.4.1.2 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-3-7)
1.4.1.2.1 Obtaining information, from text features (e.g.,
				  table of contents, glossary, basic transition words, bold or italicized text,
				  headings, graphic organizers, charts, graphs, or illustrations)
				  (R-3-7.1)
EXAMPLES: What words does the author want you to notice on
				  this page" What is the last step of the directions"
1.4.1.2.2 Using information from the text to answer questions
				  related to explicitly stated main/central ideas or details (R-3-7.2)
1.4.1.2.3 Organizing information to show understanding (e.g.,
				  representing main/central ideas or details within text through charting or
				  mapping) (R-3-7.3)
EXAMPLE: Given a chart (with headings filled in), students
				  are asked to provide examples from the text to show physical characteristics of
				  two different places or things
Grade 4
1.4.1.3 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-4-7)
1.4.1.3.1 Obtaining information from text features (e.g.,
				  table of contents, glossary, index, transition words/phrases, bold or
				  italicized text, headings, subheadings, graphic organizers, charts, graphs, or
				  illustrations) (R-4-7.1)
1.4.1.3.2 Using information from the text to answer questions
				  related to explicitly stated main/central ideas or key details (R-4-7.2)
1.4.1.3.3 Organizing information to show understanding (e.g.,
				  representing main/central ideas or details within text through charting,
				  mapping, paraphrasing, or summarizing) (R-4-7.3)
Grade 5
1.4.1.4 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-5-7)
1.4.1.4.1 Obtaining information from text features (e.g.,
				  table of contents, glossary, index, transition words /phrases, bold or
				  italicized text, headings, subheadings, graphic organizers, charts, graphs, or
				  illustrations) (R-5-7.1)
1.4.1.4.2 Using information from the text to answer questions
				  related to main/central ideas or key details (R-5-7.2)
1.4.1.4.3 Organizing information to show understanding (e.g.,
				  representing main/central ideas or details within text through charting,
				  mapping, paraphrasing, summarizing, or comparing/contrasting)
(R-5-7.3)
Grade 6
1.4.1.5 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-6-7)
1.4.1.5.1 Obtaining information from text features (e.g.,
				  table of contents, glossary, index, transition words /phrases, bold or
				  italicized text, headings, subheadings, graphic organizers, charts, graphs, or
				  illustrations) (R-6-7.1)
1.4.1.5.2 Using information from the text to answer questions
				  related to main/central ideas or key details (R-6-7.2)
1.4.1.5.3 Organizing information to show understanding (e.g.,
				  representing main/central ideas or details within text through charting,
				  mapping, paraphrasing, summarizing, or comparing/contrasting) (R-6-7.3)
Grade 7
1.4.1.6 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-7-7)
1.4.1.6.1 Obtaining information from text features (e.g.,
				  table of contents, glossary, index, transition words /phrases, transitional
				  devices, bold or italicized text, headings, subheadings, graphic organizers,
				  charts, graphs, or illustrations) (R-7-7.1)
1.4.1.6.2 Using information from the text to answer
				  questions, to state the main/central ideas, or to provide supporting details
				  (R-7-7.2)
1.4.1.6.3 Organizing information to show understanding (e.g.,
				  representing main/central ideas or details within text through charting,
				  mapping, paraphrasing, summarizing, or comparing/contrasting) (R-7-7.30
Grades 9-Diploma
1.4.1.7 Students demonstrate initial understanding of
				  informational texts (expository and practical texts) by...
(R-10-7)
1.4.1.7.1Obtaining 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] (R-10-7.1)
1.4.1.7.2Using 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 (R-10-7.2)
1.4.1.7.3Organizing 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) (R-10-7.3)
(Assumes increasing text complexity across grade
				  levels.)
1.4.2
ANALYSIS AND INTERPRETATION OF INFORMATIONAL
				  TEXTS (EXPOSITORY AND PRACTICAL TEXT ACROSS CONTENT AREAS) CITING EVIDENCE
				  (R-8)
Grade 2
1.4.2.1 Analyze and interpret informational text, citing
				  evidence as appropriate by...
(R-2-8)
1.4.2.1.1 Connecting information within a text
				  (R-2-8.1)
EXAMPLE: Combining or comparing facts and details presented -
				  What food is eaten by both kinds of fish"
1.4.2.1.2 Recognizing generalizations about text (e.g.,
				  identifying appropriate titles or main/central ideas) (R-2-8.2)
1.4.2.1.3 Making basic inferences or drawing basic
				  conclusions (R-2-8.3)
EXAMPLE: Based on this report, do turtles make good
				  pets"
1.4.2.1.4 Making inferences about causes or effects, when
				  signal words are present (R-2-8.5)
EXAMPLE: "The sun came out. Then the puddle dried up." What
				  made the puddle dry up"
Grade 3
1.4.2.2 Students analyze and interpret informational texts,
				  citing evidence where appropriate by...
(R-3-8)
1.4.2.2.1 Connecting information within a text
				  (R-3-8.1)
EXAMPLE: Combining, comparing, or using information found in
				  both the written text and in a caption in a text
1.4.2.2.2 Recognizing generalizations about text (e.g.,
				  identifying appropriate titles, assertions, or controlling ideas)
				  (R-3-8.2)
1.4.2.2.3 Making basic inferences, drawing basic conclusions,
				  or forming judgments/opinions about central ideas that are relevant
				  (R-3-8.3)
1.4.2.2.4 Distinguishing fact from opinion (R-3-8.4)
1.4.2.2.5 Making inferences about causes or effects
				  (R-3-8.5)
EXAMPLE: What probably caused the fire to start in the
				  garage"
Grade 4
1.4.2.3 Students analyze and interpret informational text,
				  citing evidence as appropriate by...
(R-4-8)
1.4.2.3.1 Connecting information within a text or across
				  texts (R-4-8.1)
1.4.2.3.2 Synthesizing information within or across text(s)
				  (e.g., constructing appropriate titles; or formulating assertions or
				  controlling ideas) (R-4-8.2)
1.4.2.3.3 Drawing inferences about text, including author's
				  purpose (e.g., to inform, explain, entertain) or message; or drawing basic
				  conclusions; or forming judgments/opinions about central ideas that are
				  relevant (R-4-8.3)
1. 4.2.3.4 Distinguishing fact from opinion (R-4-8.4)
1. 4.2.3.5 Making inferences about causes or effects
				  (R-4-8.5)
Grade 5
1.4.2.4 Students analyze and interpret informational text,
				  citing evidence as appropriate by...
(R-5-8)
1.4.2.4.1 Connecting information
within
a
				  text or
across
texts(R-5-8.1)
1.4.2.4.2 Synthesizing information within or across text(s)
				  (e.g., constructing appropriate titles; or formulating assertions or
				  controlling ideas) (R-5-8.2)
1.4.2.4.3 Drawing inferences about text, including author's
				  purpose (e.g., to inform, explain, entertain, persuade) or message; or forming
				  and supporting opinions/judgments and assertions about central ideas that are
				  relevant
(R-5-8.3)
1.4.2.4.4 Distinguishing fact from opinion (R-5-8.4)
1.4.2.4.5 Making inferences about causes or effects
				  (R-5-8.5)
Grade 6
1.4.2.5 Students analyze and interpret informational text,
				  citing evidence as appropriate by...
(R-6-8)
1.4.2.5.1 Connecting information
within
a
				  text or
across
texts (R-6-8.1)
1.4.2.5.2 Synthesizing information within or across text(s)
				  (e.g., constructing appropriate titles; or formulating assertions or
				  controlling ideas (R-6-8.2)
1.4.2.5.3 Drawing inferences about text, including author's
				  purpose (e.g., to inform, explain, entertain, persuade) or message; or forming
				  and supporting opinions/judgments and assertions about central ideas that are
				  relevant (R-6-8.3)
1.4.2.5.4 Distinguishing fact from opinion, and identifying
				  possible bias/propaganda (R-6-8.4)
1.4.2.5.5 Making inferences about causes or effects
				  (R-6-8.5)
Grade 7
1.4.2.6 Students analyze and interpret informational text,
				  citing evidence as appropriate by...
(R-7-8)
1.4.2.6.1 Explaining connections about information
within
a text,
across
texts, or to related
				  ideas (R-7-8.1)
1.4.2.6.2 Synthesizing and evaluating information within or
				  across text(s) (e.g., constructing appropriate titles; or formulating
				  assertions or controlling ideas (R-7-8.2)
1.4.2.6.3 Drawing inferences about text, including author's
				  purpose (e.g., to inform, explain, entertain, persuade) or message; or using
				  supporting evidence to form or evaluate opinions/judgments and assertions about
				  the central ideas that are relevant (R-7-8.3)
EXAMPLE (of evaluating): Given a statement (opinion,
				  judgment, or assertion), students provide evidence from the text that this
				  statement does/does not support the author's purpose in writing the
				  piece.
1.4.2.6.4 Distinguishing fact from opinion, and identifying
				  possible bias/propaganda or conflicting information within or across texts
				  (R-7-8.4)
1.4.2.6.5 Making inferences about causes or effects
				  (R-7-8.5)
Grades 9-Diploma
1.4.2.7 Students analyze and interpret informational text,
				  citing evidence as appropriate by...
(R-10-8)
1.4.2.7.1 Explaining connections about information
within
a text,
across
texts, or to related
				  ideas (R-10-8.1)
EXAMPLE:Students are asked to compare information presented
				  in two textual excerpts.
1.4.2.7.2 Synthesizing and evaluating information within or
				  across text(s) (e.g., constructing appropriate titles; or formulating
				  assertions or controlling ideas)
(R-10-8.2)
EXAMPLE:How does the title of the article reflect the
				  author's perspective"
1.4.2.7.3 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 (R-10-8.3)
1.4.2.7.4 Distinguishing fact from opinion, and evaluating
				  possible bias/propaganda or conflicting information within or across texts
				  (R-10-8.4)
1.4.2.7.5 Making inferences about causes and/or effects
				  (R-10-8.5)
1.4.2.7.6 Evaluating the clarity and accuracy of information
				  (e.g. consistency, effectiveness of organizational pattern, or logic of
				  arguments) R-10-8.6
(Assumes increasing text complexity across grade
				  levels.)