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Reading Targets Grades 6-10

Reading Targets for Grades K-5 available here

Grade 6

In sixth grade, students are aware of the author's craft. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.

The student understands and uses different skills and strategies to read - EALR 1

Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.

Use vocabulary (word meaning) strategies to comprehend text.

Understand and apply dictionary skills and other reference skills.

Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.
Use text evidence to verify meaning from reference source.

Apply a variety of strategies to comprehend words and ideas in complex text.

Use word origins to determine the meaning of unknown words.
Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).
Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.

Build vocabulary through wide reading.

Understand and apply new vocabulary.

Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication.

Understand and apply content/academic vocabulary critical to the meaning of text.

Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
Select, from multiple choices, the meaning of words or phrases identified in the text.
Use new vocabulary in oral and written communication.

Apply word recognition skills and strategies to read fluently.

Apply fluency to enhance comprehension.

Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.

Apply different reading rates to match text.

Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

The student understands the meaning of what is read - EALR 2

Demonstrate evidence of reading comprehension.

Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.

State both literal and/or inferred main ideas and provide supporting text-based details.
State the theme/message and supporting details in culturally relevant literary/narrative text.
Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text.

Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

Apply comprehension monitoring strategies before, during, and after reading: predict and infer.

Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
Cite passages from text to confirm or defend predictions and inferences.
Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text.

Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
Generate and answer questions about the text before, during, and after reading to aid comprehension.
Use questioning strategies to comprehend text.
Organize images and information into a self-created graphic organizer to enhance comprehension of text.
Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide).

Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
Summarize the plot/message in culturally relevant literary/narrative text.
Select, from multiple choices, a sentence that best summarizes the story or selection.
Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

Understand and apply knowledge of text components to comprehend text.

Apply understanding of time, order, and/or sequence to aid comprehension of text.

Explain the use of foreshadowing to convey meaning in literary/narrative text.
Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process).

Apply understanding of printed and electronic text features to locate information and comprehend text.

Locate information using grade-level appropriate text features.
Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).
Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary).

Understand and analyze story elements.

Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character’s action might contribute to the problem.
Identify the major actions that define the plot and how actions lead to conflict or resolution.
Explain the influence of setting on character and plot.
Identify the point of view used (first, third, or omniscient point of view) in a story.
Compare and contrast the same conflict from the point of view of two different characters.
Identify the stated themes in text and support with evidence from the text.
Identify common recurring themes in books by the same or different authors and support with evidence from the text.
Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).

Apply understanding of text organizational structures.

Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension.
Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text.

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

Find similarities and differences within and between texts using text-based evidence (e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial).
Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).
Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text (e.g., how the time period [setting] of a novel determines a character’s behavior, how a situation affected a character, what events either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt).
Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

Analyze sources for information appropriate to a specific topic or for a specific purpose.

Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.
Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose.

Understand the functions (to make the story more interesting and convey a message) of literary devices.

Recognize previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message.
Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message.
Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text.

Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer.
Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience.

Identify and explain the author’s purpose.
Explain how author’s use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience.

Understand how to verify content validity.

Identify and explain when an author uses opinion to make a point.
Verify facts by checking sources for date of publication, bias, and accuracy.

Analyze the effectiveness of the author’s tone and use of persuasive devices for a target audience.

Determine the author’s target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience.
Interpret the author’s tone and support the answer with text-based evidence.
Describe the intended effects of persuasive devices and propaganda techniques.

Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept.

Generalize about common themes, conflicts, and situations after reading multiple texts.
Explain how information in a text could be used to understand a similar situation or concept in another text and cite text-based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs).

Analyze ideas and concepts in multiple texts.

Find the similarities and differences in how an idea or concept is expressed in multiple texts.
Compare the feeling of the authors and/or character as expressed in multiple texts.
Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.

Determine author’s perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts.
Infer and explain the author’s beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.

The student reads different materials for a variety of purposes - EALR 3

Read to learn new information.

Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic.
Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).
Follow multi-step written directions (e.g., read a manual, complete a project or assignment).

Read to perform a task.

Apply understanding of a variety of functional documents.

Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials).

Read for literary experience in a variety of genres.

Understand and analyze a variety of literary genres.

Examine and explain various sub-genres of literary fiction based upon their characteristics.
Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres).

Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.

Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities).
Identify and discuss recurring themes in literature (e.g., identity, struggle).

The student sets goals and evaluates progress to improve reading - EALR 4

Assess reading strengths and need for improvement.

Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.

Set reading goals and create a plan to meet those goals.
Monitor progress toward implementing the plan, making adjustments and corrections as needed.

Develop interests and share reading experiences.

Evaluate books and authors to share common literary experiences.

Recommend books to others and explain the reason for the recommendation.
Discuss common reading selections and experiences with others

Grade 7

In seventh grade, students are aware of their responsibility as readers. They continue to reflect on their skills and adjust their comprehension and vocabulary strategies. Students refine their understanding of the author's craft. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.

The student understands and uses different skills and strategies to read - EALR 1

Use vocabulary (word meaning) strategies to comprehend text.

Understand and apply dictionary skills and other reference skills.
Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades
of meaning.
Use text evidence to verify meaning from reference source.

Apply a variety of strategies to comprehend words and ideas in complex text.

Use word origins to determine the meaning of unknown words.
Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition).
Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text.

Build vocabulary through wide reading.

Understand and apply new vocabulary.

Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.

Understand and apply content/academic vocabulary critical to the meaning of the text.

Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
Select, from multiple choices, the meanings of words or phrases identified in the text.
Use new vocabulary in oral and written communication.

Apply word recognition skills and strategies to read fluently.

Apply fluency to enhance comprehension.

Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.

Apply different reading rates to match text.

Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

The student understands the meaning of what is read - EALR 2

Demonstrate evidence of reading comprehension.

Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.

State both literal and/or inferred main ideas and provide supporting text-based details.
State the theme/message and supporting details in culturally relevant literary/narrative text.
Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

Apply comprehension monitoring strategies before, during, and after reading: predict and infer.

Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
Cite passages from text to confirm or defend prediction and inferences.
Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
Generate and answer questions about the text before, during, and after reading to aid comprehension.
Use questioning strategies to comprehend text.
Create and describe mental images to understand text.
Organize images and information into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
Summarize the plot in culturally relevant literary/narrative texts.
Select, from multiple choices, a sentence that best summarizes the story or selection.
Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

Understand and apply knowledge of text components to comprehend text.

Apply understanding of time, order, and/or sequence to aid in comprehension.

Explain an author’s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures.
Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered).

Apply understanding of printed and electronic text features to locate information and comprehend text.

Locate information using grade-level appropriate text features.
Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time).
Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature.
Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes).

Understand and analyze story elements.

Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time.
Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution.
Explain the influence of setting on mood, character, and plot.
Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text.
Explain how a story would change if the narrator’s perspective changed.
Identify implied themes in text and support with evidence from the text.
Compare/contrast common recurring themes in books by the same or different authors.
Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem.

Apply understanding of text organizational structures.

Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.
Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text.

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

Find similarities and differences within and between texts using text-based evidence (e.g., the author’s feelings and the poet’s feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story).
Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts).
Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad).
Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

Analyze and synthesize information for a specific topic or purpose.

Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem).

Understand the functions (to make the story more interesting and convey a message) of literary devices.

Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message.
Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message.
Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Analyze literary/narrative text and information/expository text to draw conclusions and develop insights.

Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Identify and explain the author’s purpose.
Explain how the author’s style of writing impacts the reader’s enjoyment and/or comprehension of the text.
Examine ways in which author’s style contributes to imagery, suggests a mood, or otherwise influences an audience.

Evaluate the author’s reasoning and the validity of the author’s position.

Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion.
Decide if the author’s ideas are solid and support your position.

Analyze and evaluate the effectiveness of the author’s tone and use of persuasive devices.

Judge the effectiveness of the author’s details and arguments for a particular audience and cite examples to justify the decision.
Identify the author’s tone and support the answer with text-based evidence.
Describe the intended effects of persuasive devices and propaganda techniques.

Analyze ideas and concepts to generalize/extend information beyond the text.

Generalize about processes, concepts, and common themes after reading multiple texts.
Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art).

Analyze ideas and concepts in multiple texts.

Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts.
Compare the feelings of the authors and/or characters as expressed in multiple texts.
Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.

Infer and explain the author’s beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.

The student reads different materials for a variety of purposes - EALR 3

Read to learn new information.

Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection..
Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy).
Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a webpage).

Read to perform a task.

Apply understanding of a variety of functional documents.

Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules).

Read for literary experience in a variety of genres.

Analyze a variety of literary genres.

Respond to literature written in a variety of genres.
Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader.

Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.

Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present).
Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures).

The student sets goals and evaluates progress to improve reading - EALR 4

Assess reading strengths and need for improvement.

Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.

Set reading goals and create a plan to meet those goals.
Monitor progress toward implementing the plan, making adjustments and corrections as needed.

Develop interests and share reading experiences.

Evaluate books and authors to share common literary experiences.

Recommend books to others and explain the reason for the recommendation.
Discuss common reading selections and experiences with others.

Grade 8

In eighth grade, students integrate a variety of comprehension and vocabulary strategies. They are able to adapt their reading to different types of text. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students refine their understanding of the author's craft, commenting and critically evaluating text. They continue to analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students continue to read for pleasure.

The student understands and uses different skills and strategies to read - EALR 1

Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels.

Use vocabulary (word meaning) strategies to comprehend text.

Apply strategies to comprehend words and ideas.

Use word origins to determine the meaning of unknown words.
Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., statistic, statistician).
Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
Use graphic features to clarify and extend meaning (e.g., science processes, diagrams).

Build vocabulary through wide reading.

Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.

Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities; (e.g., lift as used in England compared to the U.S.A.) into written and oral communication.
Explain the meaning of content-specific vocabulary words (e.g., photosynthesis, democracy, algorithms).
Select, from multiple choices, the meaning of a word identified in the text.
Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., definition of solar in science transferred to understanding science fiction text).

Apply word recognition skills and strategies to read fluently.

Apply fluency to enhance comprehension.

Read grade-level and informational/expository text and literary/narrative text orally with accuracy, using appropriate pacing, phrasing, and expression.
Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.

Apply different reading rates to match text.

Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

The student understands the meaning of what is read - EALR 2

Demonstrate evidence of reading comprehension.

State both literal and/or inferred main ideas and provide supporting text-based details.
State the theme/message and supporting details in culturally relevant literary/narrative text.
Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and exposition: use prior knowledge.

Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text).

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer.

Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences.
Make, confirm, and revise predictions based on prior knowledge and evidence from the text (e.g., using main idea statements, predict what kind of information the author will present next).
Select, from multiple choices, a prediction , inference, or assumption that could be made from the text.
Organize information to support a prediction or inference in a self-created graphic organizer.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
Use mental imagery while reading.
Organize images and information into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text.

Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.
Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
Select, from multiple choices, a sentence that best summarizes the text.
Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.

Understand and apply knowledge of text components to comprehend text.

Analyze an author’s use of time, order, and/or sequence to extend comprehension of text.

Analyze an author’s development of time and sequence through the use of literary devices such as foreshadowing, flashbacks, dream sequences, parallel episodes and the use of traditional and/or cultural-based organizational patterns.
Explain the use of order or steps in a process to convey meaning in an informational/expository text (e.g., scientific experiments, legislative processes, mathematical procedures, Native American talking circles and ceremonies).

Apply understanding of complex organizational features of printed text and electronic sources.

Use text features to verify, support, or clarify meaning.
Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.
Use the features of electronic information to communicate, gain information, or research a topic.

Understand and analyze story elements.

Interpret how situations, actions, and other characters influence a character’s personality and development.
Explain how a story’s plots and subplots contribute to (or don’t advance) the conflict and resolution.
Explain the influence of setting on mood, character, and plot.
Explain the author’s point of view and interpret how it influences the text.
Compare/contrast common recurring themes in books by the same or different authors.

Apply understanding of text organizational structures.

Recognize and use knowledge of previously taught text organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, and problem/solution) to aid comprehension.
Identify text written in episodic and generalization/principle organizational structure to find and/or organize information and comprehend text.

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

Compare and contrast information from multiple sources to gain a broader understanding of a topic (e.g., compare and contrast a variety of ecosystems using text-based evidence).
Compare and contrast how characters react to the same event using text-based evidence.
Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., characters, events, information/facts).
Explain how certain actions cause certain effects (e.g., how the women’s suffrage movement changed the face of politics today or how Indian boarding schools contributed to the loss of Native American languages and culture; how the internment of Japanese Americans during World War II affected traditional Japanese family structure).

Analyze and evaluate informational materials for relevance in meeting a specific purpose.

Examine information from a variety of sources, select appropriate information based on purpose, and defend selection citing evidence from text.

Evaluate the author’s use of literary devices to enhance comprehension.

Judge the effectiveness of the author’s use of literary devices and explain their use to convey meaning.
Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

Synthesize information from a variety of sources.

Integrate information from different sources (e.g., newspaper article, biographical sketch, poem, oral records) to draw conclusions about character traits and/or author’s assumptions.

Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights.

Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences.

Identify and discuss different authors’ use of sentence structure, literary devices, and word choice to impact tone, message, and/or reader’s reaction.
Explain and provide examples of how an author uses a wide variety of language structures to create an intended effect (e.g., words or phrases from another language, dialect, simile, and metaphor).
Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
Select, from multiple choices, a sentence that explains why an author includes a specific technique.

Analyze and evaluate text for validity and accuracy.

Examine and critique the logic (reasoning, assumptions, and beliefs) and use of evidence (existing and missing information; primary and secondary sources) in an author’s argument or defense of a claim.

Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience.

Examine and explain the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence reader’s opinions or actions.
Examine and explain the intended effects of propaganda techniques the author uses to influence readers’ perspectives.
Judge the author’s effectiveness in the use of persuasive devices to influence an audience.

Analyze text to generalize, express insight, or respond by connecting to other texts or situations.

Generalize about universal themes, human nature, cultural and historical perspectives, etc., from reading multiple texts.
Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.
Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information in an article about fitness to design an exercise routine).

Analyze treatment of concepts within, among, and beyond multiple texts.

Compare and contrast treatments of similar concepts and themes within multiple texts (e.g., how the idea of coming of age is presented in multiple texts representing a variety of cultures).
Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

Analyze and evaluate the reasoning and ideas underlying an author’s beliefs and assumptions within multiple texts.

Examine informational/expository text and literary/narrative text to show how they reflect the heritage, traditions, and beliefs of the author.
Compare and critique two author’s beliefs and assumptions about a single topic or issue, citing text-based evidence and decide which author presents the stronger argument.
Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.
Select, from multiple choices, a sentence that identifies the author’s opinions, assumptions, and beliefs.
Select, from multiple choices, a sentence that describes the faulty reasoning of the author or character.

The student reads different materials for a variety of purposes - EALR 3

Read to learn new information.

Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.

Examine resource materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor).

Read to perform a task.

Apply understanding of complex information, including functional documents, to perform a task.

Use functional documents to perform a task (e.g., read applications, legal documents, and use that information to perform everyday life functions).

Read for career applications.

Understand and apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.

Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
Use professional-level materials, including electronic information, that match career or academic interests to make decisions.
Select and use appropriate skills for reading a variety of documents (e.g., maps, graphs, blueprints, computer manuals).

Read for literary experience in a variety of genres.

Analyze traditional and contemporary literature written in a variety of genres.

Respond to literature written in a variety of genres (e.g., explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader).
Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms (e.g., epic, sonnet, ballad, haiku, free verse).

Understand and analyze recurring themes in literature.

Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar conflicts.
Identify and analyze recurring themes in literature across literary genres (e.g., themes of good vs. evil or heroism as expressed in plays, poetry, short stories).

Analyze how great literary works from a variety of cultures contribute to the understanding of self, others, and the world.

Compare and contrast traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., uses of power, family and community structures; meaning of loyalty, freedom, and responsibility).
Relate literary works to the traditions, themes, and issues of the era they represent (e.g., the generation gap, women and children in the workforce).

The student sets goals and evaluates progress to improve reading - EALR 4

Assess reading strengths and need for improvement.

Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.

Set goals for reading and develop a reading improvement plan.
Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics, or strategy charts.

Develop interests and share reading experiences.

Evaluate books and authors to share reading experiences with others.

Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others.

Grades 9–10

In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of comprehension and vocabula9ry strategies being employed especially when encountering difficult text and/or reading for a specific purpose. They continue to increase their content and academic vocabulary. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content .Readers have greater ability to make connections and adjust understandings as they gain knowledge. They challenge texts, drawing on evidence from their own experience and wide reading. Students continue to read for pleasure.

The student understands and uses different skills and strategies to read - EALR 1

Use vocabulary (word meaning) strategies to comprehend text.

Apply strategies to comprehend words and ideas.

Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
Use graphic features to clarify and extend meaning.

Build vocabulary through wide reading.

Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W

Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication.
Explain the meaning of content-specific vocabulary words (e.g., regeneration, isolationism, emancipation, polarized).
Select, from multiple choices, the meaning of a word identified in the text.
Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism).

The student understands the meaning of what is read - EALR 2

Demonstrate evidence of reading comprehension.

State both literal and/or inferred main ideas and provide supporting text-based details.
State the theme/message and supporting details in culturally relevant literary/narrative text.
Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.

Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy from one text to another).

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences.

Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences.
Make predictions and inferences about an author’s beliefs and cite text-based evidence to support prediction/inference (e.g., find text passages that support an inference that the author advocates economic change).
Read several accounts of the same event and make inferences about the impact each would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier’s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle).
Select, from multiple choices, a prediction, inference, or assumption that could be made from the text.
Organize information to support a prediction or inference in a self-created graphic organizer.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.

Monitor for meaning and use comprehension-repair strategies to regain meaning independently.
Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
Use mental imagery while reading.
Organize images and information into a self-created graphic organizer to enhance text comprehension.

Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text.

Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoid interpretation or judgment; use an organizational pattern that supports the author’s intent.
Create a literary summary that includes an introduction stating the theme and/or author’s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text.
Select, from multiple choices, a sentence that best summarizes the text.
Organize summary information for informational/expository text, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.

Understand and apply knowledge of text components to comprehend text.

Apply understanding of complex organizational features of printed text and electronic sources.

Use text features to verify, support, or clarify meaning.
Use the features of electronic information to communicate, gain information, or research a topic.

Analyze story elements.

Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution (e.g., in a short story, novel, epic poem).
Compare/contrast how recurring themes are treated by diverse authors or in different genres.
Select, from multiple choices, a word or sentence that best describes a specific story element (e.g., character, conflict, resolution).

Apply understanding of text organizational structures.

Recognize and use previously taught organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, problem/solution, episodic, and generalization/principle) to aid comprehension.
Independently apply understanding of text structure to the acquisition, organization, and application of information.

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

Compare conclusions drawn from multiple sources to determine similarities and differences.
Integrate information from multiple sources to draw conclusions that go beyond those found in individual sources.
Select, from multiple choices, a sentence that describes how a character’s feelings compare to those of the author/poet about the same subject.
Use literary themes within and across texts to interpret current issues, events, and/or how they relate to self.
Examine how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery).

Evaluate informational materials, including electronic sources, for effectiveness.

Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (e.g., editorials), and support the decision.

Evaluate the use of literary devices to enhance comprehension.

Judge the effectiveness of the author’s use of literary devices and explain how they are used to convey meaning.
Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

Synthesize information from a variety of sources.

Integrate information from different sources to research and complete a project.
Integrate information from different sources to form conclusions about author’s assumptions, biases, credibility, cultural and social perspectives, or world views.

Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights.

Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

Analyze author’s purpose and evaluate an author’s style of writing to influence different audiences.

Compare and contrast selected author’s styles of writing to achieve a similar purpose.
Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or drama based on the author’s word choice and use of figurative language.
Explain why an author uses particular language to create an intended effect (e.g., foreign words, dialect, connotative words, irony, rhetorical devices, simile, and metaphor), citing text-based evidence.
Select, from multiple choices, a sentence that explains why an author includes a specific technique.
Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences.
Judge the effectiveness of the author’s use of language to create an intended effect.

Analyze and evaluate text for validity and accuracy.

Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue).
Judge the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, author’s credibility to defend the evaluation.

Analyze and evaluate the effectiveness of the author’s use of persuasive devices to influence an audience.

Identify the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence readers’ opinions or actions.
Select, from multiple choices, a sentence that explains why an author uses a specific persuasive device.
Identify the intended effects of persuasive strategies the author uses to influence readers’ perspectives (e.g., peer pressure, bandwagon, repetition, testimonial, transfer).

Analyze text to generalize, express insight, or respond by connecting to other texts or situations.

Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts.
Select, from multiple choices, a sentence that represents a generalization that can be made from the story/poem/selection.
Provide a response to text that expresses an insight (e.g., author’s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues).

Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts.

Differentiate how a concept is presented and/or developed in and beyond texts (e.g., the role fear plays in war, prejudice, relationships, personal safety).
Compare the development of an idea or concept in multiple texts; decide which is best presented and developed and support the decision with text-based evidence.
Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.

Analyze and evaluate the reasoning and ideas underlying author’s beliefs and assumptions within multiple texts.

Analyze literary/narrative text and informational/expository text to show how they reflect the heritage, traditions, and beliefs of the author.
Compare and contrast readings on the same topics by explaining how the authors reach the same or different conclusions based on differences and similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases.
Select, from multiple choices, a sentence that describes the reasoning of a character or an author, both faulty and logical.
Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

The student reads different materials for a variety of purposes - EALR 3

Read to learn new information.

Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.

Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals).

Read to perform a task.

Apply understanding of complex information, including functional documents, to perform a task.

Read instructions, credit card or job applications, legal documents such as contracts, policies, and timetables, to perform everyday life functions (e.g., find employment, research colleges or trade schools, purchase goods and services, take vacations, locate people and places).

Read for career applications.

Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.

Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts).
Read professional-level materials, including electronic information, that match career or academic interests and demonstrate understanding of the content.
Select and use appropriate skills for reading a variety of documents (e.g., tables, blueprints, electronic technology manuals, bills of lading, medical charts, mechanical manuals).

Read for literary experience in a variety of genres.

Evaluate traditional and contemporary literature written in a variety of genres.

Critique author’s choice of literary genres to convey a message.
Explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), and graphic elements (line length, punctuation, word placement).

Analyze recurring themes in literature.

Compare motivations and reactions of literary characters from different historical/cultural backgrounds when confronting similar conflicts.
Characterize the presentation of a similar theme or topic across genres and explain how the selection of genre shapes the theme or topic.

Analyze and evaluate the great literary works from a variety of cultures to determine their contribution to the understanding of self, others, and the world.

Examine the ways in which works of literature are related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-World War II Europe).
Critique the contribution to society made by traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., individual needs vs. needs of society, community maintenance, civil disobedience, humanity’s relationship with nature).

The student sets goals and evaluates progress to improve reading - EALR 4

Assess reading strengths and need for improvement.

Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals.

Set goals for reading and develop a reading improvement plan.
Track reading progress through the use of such tools as portfolios, reflection journals, self-scoring rubrics.

Develop interests and share reading experiences.

Evaluate books and authors to share reading experiences with others.

Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others.