Common Core State Standards English Language Arts, 6-12 Sub-skills identified and sequenced from most basic to most complex Table of Contents 1. 6th- 8th Grade Common Core Reading Standards for Literature .................................. 3 2. 6th- 8th Grade Common Core Reading Standards for Informational Text ................. 11 3. 9th- 12th Grade Common Core Reading Standards for Literature .............................. 20 4. 9th – 12th Grade Common Core Reading Standards for Informational Text .............. 28 District of Columbia Public Schools | 2 6th-8th Grade Common Core Reading Standards for Literature with sub-skills identified and sequenced from most basic to most complex Key Ideas and Details Introducing Provide textual evidence to support an explicit statement about the text (provided) Classify explicit and implicit statements about the text (provided); support with evidence Provide textual evidence to support an inference (or implicit analytical statement) (provided) Respond to question to form accurate explicit statement about the text; support with evidence Respond to question to form accurate inference (implicit analytical statement) about the text; support with evidence With the support of a focusing question, create accurate explicit and implicit statements about the text and support them with textual evidence Target Processing RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Introducing Provide several pieces of textual evidence to support an explicit statement about the text (provided) Provide several pieces of textual evidence to support an inference (or implicit analytical statement) (provided) Respond to question to form accurate explicit statement about the text; support with sufficient evidence Respond to question to form accurate implicit statement about the text; support with sufficient evidence Without the support of a focusing question, create accurate explicit statements about the text and support them with sufficient evidence Without the support of a focusing question, create accurate and implicit statements about the text and support them with sufficient evidence Target Processing RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Target Processing RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Distinguish between accurate and inaccurate statements about the text; support with evidence Distinguish between relevant and irrelevant evidence (and sufficient and insufficient evidence) to support analytical statements Identify multiple pieces of textual evidence that support an explicit statement about the text, then rank by degree of strength Identify multiple pieces of textual evidence that support an accurate analytical statement, then rank by degree of strength Respond to question to form accurate explicit statement about the text; support with sufficient, accurate, relevant evidence Respond to question to form accurate inference about the text; support with sufficient, accurate, relevant evidence Without the support of a focusing question, create accurate explicit and implicit statements about the text and support them with sufficient, accurate, relevant evidence District of Columbia Public Schools | 3 Explain the difference between a central idea and supporting details Given several ideas from the text, identify which one is central and which are supporting Classify key and superfluous ideas from a text according to their degree of support for a central idea Identify specific details or events that develop or illustrate a theme or central idea (provided) Identify elements of the plot and describe how they move the story forward Define and classify facts in a text versus personal opinions or judgments Processing Sequence basic plot events and key supporting details Recount plot happenings not explicitly stated in the text Identify a theme or central idea in a text Identify a theme or central idea in a text and support with textual details Write a summary of a text free of personal opinions or judgment Explain how the author uses specific details to convey a theme or central idea Introducing Target RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Introducing Define objective and subjective Classify objective and subjective summary statements (provided) Describe opening situation: how plot is launched Identify problems or conflicts that move the plot forward Identify points of highest tension Identify resolution or conclusion Outline sequence of basic plot events Identify when a theme or central idea (provided) is introduced (first appearance) in a text Processing Identify specific details or events that develop or illustrate a theme or central idea (provided) Identify culminating or concluding event that most powerfully illustrates this theme or idea Explain complications, conflicts, or events that move the plot forward Explain resolution or conclusion Target RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Form objective summary of the text Analyze how a theme or central idea is developed during the course of a text; support with textual details Processing Identify connections between setting and theme or central idea (provided) Explain how a specific character’s words, actions, or feelings demonstrate a theme or central idea (provided) Target RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Identify and explain connections between setting and theme or central idea Identify and explain how a specific character’s words, actions, or feelings demonstrate a theme or central idea Write an objective summary, capturing central ideas, key details, and the text’s significance (or author’s central message). Analyze how a theme or central idea is developed during the course of a text, including its relationship to key character(s) Analyze how a theme or central idea is developed during the course of a text, including its relationship to setting Analyze how a theme or central idea is developed during the course of a text, including its relationship to plot District of Columbia Public Schools | 4 Introducing Define story elements Define and identify story elements in a specific story Identify and describe key character(s) Define and identify scenes and/or incidents in the story plot and describe how they move the plot forward Identify the resolution of a story Processing Identify the incidents that lead to a particular conflict Identify the incidents that lead to a resolution Identify the incidents that reveal aspects of a character or that promote growth or change in a character Target RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Analyze if a character is flat or round (static or dynamic) within the story Analyze character change throughout a literary text Processing Describe the significance of particular individual, idea, or event in a story Explain how particular elements of a story or drama interact, when given both elements (e.g. how setting shapes character) Target RL.7.3: Analyze how particular elements of a story of drama interact (e.g., how setting shapes the characters or plot). Analyze how two or more story elements (e.g. setting, character, plot) interact Introducing Define dialogue Classify significant and insignificant lines of dialogue (provided) Classify significant and insignificant incidents (provided) Identify significant lines of dialogue Identify significant incidents in a plot Explain how a particular line of dialogue or incident (provided) propels action forward or leads to a decision Explain what a particular line of dialogue or incident reveals about a character Explain how a particular line of dialogue or incident leads to a decision Analyze how lines of dialogue or story incidents drive the action, develop character, or prompt a decision Target Processing RL.8.3: Analyze how particular lines of a dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. District of Columbia Public Schools | 5 Craft and Structure Processing Introducing RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Identify words and phrases that block meaning Use specific comprehension strategies to build meaning o Re-read previous and subsequent sentences to see if context provides useful clues. Develop hunch of word’s meaning. Look up word in dictionary to confirm or modify hunch o Break down word into parts; look for familiar prefixes, roots, or suffixes to develop hunch of word’s meaning Define literal and figurative Classify literal and figurative language (provided) Define denotation and connotation Classify denotations and connotations of words (provided) Define tone Explain literal and figurative meanings of specific words or phrases Explain the denotation and connotation of a single word or a selected phrase Explain impact on meaning of word substitution in selected phrase or sentence Select the most meaningful word to fill in the blank of a selected phrase or sentence Describe tone accurately Identify how specific words (provided) signal a shift in tone Processing Define rhyme and rhyme scheme Define various repetitions of sounds (e.g., alliteration, assonance, consonance) Target Target Note changes in tone, identifying specific words or phrases that signal this shift Explain impact on tone of word substitution in selected phrase or sentence Identify and explain author’s word choice Provide examples to explain meaning of words or phrases Analyze the impact of specific word choice on meaning and tone RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Determine meanings of words and phrases in context, including figurative and connotative meanings Identify rhyme and other repetition of sounds (e.g. alliteration) in a specific verse or stanza of a poem or section on a story Analyze the impact of rhyme and repetition on central idea or key concept Processing Note changes in tone, identifying specific words or phrases that signal this shift Explain impact on tone of word substitution in selected phrase or sentence Identify and explain author’s word choice Define analogy Define literary allusion Target RL.8.4: f Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Provide examples to explain meaning of word or phrase, including figurative and connotative meanings Use figurative language (e.g., metaphor, simile) to explain meaning of word or phrase Identify analogies in text Identify and explain literary allusion(s) in text Explain significance of analogies and/or allusion(s) in assigned text Analyze the impact of an author’s word choice on meaning and tone, including allusions and analogies District of Columbia Public Schools | 6 Introducing Define different kinds of text structures of sentences, chapters, scenes, or stanzas Identify the specific structure of a particular sentence, chapter, scene, or stanza Define and identify the setting, plot, and theme of a story Processing RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Explain how a particular sentence, chapter, scene, or stanza establishes setting Explain how a particular sentence, chapter, scene, or stanza contributes to plot Explain how a particular sentence, chapter, or scene illustrates the theme of a story Explain text structure of selected text, using textual evidence to support explanation Processing Identify the components of a selected drama (i.e., act, scene, setting, stage directions, character names) Identify the components of a selected poem (e.g., three quatrains, followed by a couplet) Create a text map for dramatic literature that clarifies how the text is organized Create a text map for selected poetry to clarify how the text is organized Identify and explain an interpretation of a selected drama or poem and support with textual evidence Identify and explain the connection between selected structure and meaning Target Target Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of the theme, setting, or plot Analyze how a particular chapter fits into the overall structure of a text contributes to the development of the theme, setting, or plot Analyze how a particular scene fits into the overall structure of a text contributes to the development of the theme, setting, or plot Analyze how a particular stanza fits into the overall structure of a text contributes to the development of the theme, setting, or plot RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Analyze how the form or structure of a particular poem or play contributes to its meaning Target Processing RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Compare: identify how two text structures are the same Contrast: identify how two text structures are different Compare: identify what all text structures have in common Contrast: define unique features to various text structures, i.e. how each is different from the others Compare: explain how the text structures of two texts are the same Contrast: explain how the text structures of two texts are different from each other Define and describe style Identify connection between selected structure and author’s style Analyze how and why the structures of two different texts build meaning in each Analyze how and why the structures of two differing texts create specific styles Analyze the structures of two different texts to identify and explain how those structures create meaning and style in each District of Columbia Public Schools | 7 Processing Identify first person narration Identify second person narration Identify third person narration (omniscient and limited omniscient) Describe the difference between narrator (or speaker) and point of view in a text Target Introducing RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text. Define narrator or speaker in a text Define point of view of narrator or speaker in a text o Define first person point of view o Define second person point of view (i.e., the narrator uses the second person pronoun, ‘you’ as if the reader is experiencing the world of the story) o Define third person (omniscient and limited omniscient) point of view Identify key pronouns in a text that reveal the point of view through which a story is told Explain how an author develops the points of view of the narrator or speaker in a text Processing Identify point of view of a single character (other than narrator) Identify points of view of multiple characters Trace key story events or conflicts that reveal, define, or change the point of view of a character Compare how various characters respond to specific events or conflicts in a story Explain how one character’s point of view differs from that of another character Target RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Analyze how an author uses contrasting viewpoints to develop a story Target Processing RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Explain difference between first, second, and third person narration (including the difference between omniscient and limited omniscient) Explain how a point of view can change Explain how an author clearly establishes a point of view Define and identify dramatic irony Identify reader’s point of view Trace moments in a story when readers know information characters do not Explain how narrator’s point of view influences specific descriptions Explain how and why two different characters’ points of view are different Explain how and why the reader’s point of view is different from characters’ points of view Explain how the contrast between two points of view helps to develop the story Analyze how the contrast between two points of view can create tension, suspense, or humor (e.g., dramatic irony, when readers know information characters do not) District of Columbia Public Schools | 8 Integration of Knowledge and Ideas Introducing Identify and explain distinctive features of a story, drama, or poem Identify and distinguish audio, video, and live versions Identify what we “see” and “hear” when reading the text (e.g. imagery, sensory details) Identify what we “see” and “hear” when viewing or listening to the text (e.g. imagery, sensory details) Processing Compare a reading experience of text to the experience of listening to or viewing a version of the same text Contrast a reading experience of text to the experience of listening to or viewing a version of the same text Target RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Analyze how meaning is built with a textual source compared to how meaning is built with an audio or visual source; include the reader’s personal response to each source Processing Identify the techniques unique to each medium (e.g. lighting, sound, color, or camera focus and angles in a film) Identify similarities between a written story, drama, or poem and its audio, filmed, stages, or multimedia version Target RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angels in a film). Compare and contrast written text to its audio, film, staged, or multimedia version Analyze the effects of techniques in audio, film, staged, or multimedia versions of text, considering how they build meaning Target Processing RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. Identify how a film meets expectations developed by reading the text Identify how a live production meets expectations developed by reading the play Identify how a film does not meet expectations raised by reading the text Identify how a live production does not meet expectations raised by reading the play Identify specific examples of where a film stays consistent with the text Identify specific places where a film varies from the text Explain exactly how a film varies from the text Identify parts of a text that are omitted from a film Identify parts of a film that were not in the text Describe how a deviation from the text impacts the effect of the film Identify and explain specific film effects and how they impact comprehension of content Rank either the text version or the film version above the other, and explain reasoning for the evaluation using specific evidence from each District of Columbia Public Schools | 9 Processing Compare and contrast genres Compare and contrast how different genres approach similar themes or topics Identify theme common to multiple genres Target Introducing RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Define genre Identify various text genres Define form Identify various text forms Identify the theme and topic of multiple genres or forms of text Identify and explain distinctive features of genres (fiction, non-fiction, poetry, historical novel, fantasy) Describe how different genres approach and convey the same topic or theme Introducing Identify the time, place, or character in a historical fiction text Identify the time, place, character, and event in a historical account Processing Compare and contrast texts from various time periods Identify patterns within texts from the same period Compare and contrast the time, place, character, or event of an historical fiction piece to an historical account Target RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Explain how authors of fiction use historical facts accurately to build credibility Explain how authors of fiction use, alter, or omit historical facts for creative or literary purposes Explain how historical facts contribute to fictional portrayals of a time period Introducing Define and recall examples of myths Define and give examples of traditional stories Define and give examples of stories from religious works (such as the Bible) Processing Identify themes in myths Identify patterns of events in myths Identify character types in myths Identify themes in traditional stories Identify patterns of events in traditional stories Identify character types in traditional stories Identify themes in religious works Identify patterns of events in religious works Identify character types in religious works Target RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious words such as the Bible, including describing how the materials is rendered new. Explain how any of the above are referenced in a modern work of fiction Explain how any of the above are represented in a modern work of fiction Explain how any of the above are rendered new in a modern work of fiction District of Columbia Public Schools | 10 6th - 8th grade Common Core Reading Standards for Informational Text with sub-skills identified and sequenced from most basic to most complex Target Processing Introducing Key Ideas and Details RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Provide textual evidence to support an explicit statement about the text (provided) Classify explicit and implicit statements about the text (provided); support with evidence Provide textual evidence to support an inference (or implicit analytical statement) (provided) Respond to question to form accurate explicit statement about the text; support with evidence Respond to question to form accurate inference (implicit analytical statement) about the text; support with evidence With the support of a focusing question, create accurate explicit and implicit statements about the text and support them with textual evidence Introducing Provide several pieces of textual evidence to support an explicit statement about the text (provided) Provide several pieces of textual evidence to support an inference (or implicit analytical statement) (provided) Respond to question to form accurate explicit statement about the text; support with sufficient evidence Respond to question to form accurate implicit statement about the text; support with sufficient evidence Without the support of a focusing question, create accurate explicit statements about the text and support them with sufficient evidence Without the support of a focusing question, create accurate and implicit statements about the text and support them with sufficient evidence Target Processing RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Target Processing RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Distinguish between accurate and inaccurate statements about the text; support with evidence Distinguish between relevant and irrelevant evidence to support accurate textual statements Identify multiple pieces of textual evidence that support an explicit statement about the text, then rank by degree of strength Identify multiple pieces of textual evidence that support an accurate analytical statement, then rank by degree of strength Respond to question to form accurate explicit statement about the text; support with sufficient, accurate, relevant evidence Respond to question to form accurate inference about the text; support with sufficient, accurate, relevant evidence Without the support of a focusing question, create accurate explicit and implicit statements about the text and support with sufficient, accurate, relevant evidence District of Columbia Public Schools | 11 Introducing Explain the difference between a central idea and supporting details Given several ideas from the text, identify which one is central and which are supporting Classify key and superfluous ideas from a text according to their degree of support for a central idea Identify specific details that convey a central idea (provided) Sequence supporting details in the order in which they occur to create a central idea Identify a central idea Identify a central idea and multiple supporting ideas Write a summary of the text free of personal opinions or judgments Explain how an author uses specific textual details to convey a central idea Target Processing RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Introducing Given a central idea, identify when it first appears in the text Given a central idea, identify multiple supporting details Sequence supporting details in the order in which they occur to create a central idea Identify two or more central ideas in a text Identify key supporting details for each central idea in text Classify objective and subjective statements Generate both objective and subjective statements Trace how the author develops two or more central ideas (e.g. using supporting examples, statistics, anecdotes) over the course of a text Write an objective summary of the central ideas, including key supporting details, and the text’s significance (or author’s message) Target Processing RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Target Processing RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Identify key examples, statistics, anecdotes, etc. that develop a central idea Describe how the author uses examples, statistics, anecdotes, etc. to build an argument or develop an idea Trace how the author uses supporting ideas to buttress the central idea Analyze how the author develops the central ideas (e.g. using supporting examples, statistics, anecdotes) Explain the relationship between supporting ideas and a central idea Write an objective summary of the central idea, including key supporting details, and the text’s significance (or author’s message) District of Columbia Public Schools | 12 Introducing Identify when a key individual, event, or idea (provided) is introduced in a text Determine a key individual, event, or idea in a text Identify when a key individual, event, or idea is introduced in a text Identify examples or anecdotes that illustrate a key individual, event, or idea Processing Explain how details (e.g., anecdotes, examples, statistics) illustrate a key individual, event, or idea Target RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Explain how details (e.g., anecdotes, examples, statistics) develop or elaborate a key individual, event, or idea Introducing Identify individuals and ideas which are connected in the text Identify ideas and events which are connected in the text Identify events and individuals which are connected in the text Processing Explain how individuals and ideas affect or influence each other Explain how ideas and events affect or influence each other Explain how events and individuals affect or influence each other Target RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Analyze how individuals, ideas, and/or events are connected in a single text th Introducing Explain how individuals and ideas are related but different Explain how ideas and events are related but different Explain how events and individuals are connected but different Classify individuals, ideas, and events presented in a text, categories provided Classify individuals, ideas, and events presented in a text, categories not provided Analyze how a text reveals connections and/or contrasts between people, ideas, or events (e.g. through use of comparisons, analogies, categories.) Use analogies, comparisons, or categories to explain how individuals, ideas, and/or events are connected but distinct Target Processing RI.3. 8 Grade: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). District of Columbia Public Schools | 13 Processing Explain the difference between literal and figurative language, using examples from texts Identify and explain meaning of examples of words used literally in text Identify and explain the meanings of specific examples of figurative language from selected texts Explain the difference in meaning between a word’s denotation and its connotation Target Introducing Craft and Structure RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Identify words and phrases that block meaning Use specific comprehension strategies to build meaning o Re-read previous and subsequent sentences to see if context provides useful clues. Develop hunch of word’s meaning. Look up word in dictionary to confirm or modify hunch o Break down word into parts; look for familiar prefixes, roots, or suffixes to develop hunch of word’s meaning Define literal and figurative Classify literal and figurative language (provided) Define connotative and denotative Classify connotative and denotative meanings of words or phrases (provided) Define and give examples of technical words Classify specific technical words and vague general words (provided) Explain the denotation and connotation of targeted words or phrases from selected texts Explain the meaning of specific technical words th Introducing Define tone Give examples of different tones Processing Explain impact on meaning of word substitution in selected phrase or sentence Select most meaningful word to fill in the blank of a selected phrase or sentence Identify and explain author’s word choice Describe tone accurately Identify how specific words (provided) signal a change in tone Target 7 Grade: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Determine the meanings of targeted words or phrases as they are used in a text, including figurative or connotative meanings Determine effectiveness of an author’s word choice Identify changes in tone Identify specific words or phrases that signal a change in tone Analyze impact of word substitutions on meaning and tone th Introducing Define analogy Give an example of an analogy Define literary allusion Give an example of a literary allusion Processing Identify changes in tone Identify specific words or phrases that signal a change in tone Explain impact of word substitution on tone Conduct word substitution exercises to identify most effective word choice Explain and defend word choice substitutions Target 8 Grade: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Provide examples to explain meaning of word or phrase Use figurative language (e.g., metaphor, simile) to explain meaning of word or phrase Identify and explain analogies in text Identify and explain literary allusions in text Analyze the impact of specific word choices on meaning and tone, including analogies or allusions District of Columbia Public Schools | 14 Introducing Define text structure Give examples of text structures Label different ways to structure paragraphs Processing Explain the purpose of different sentences found in a paragraph Specify how each sentence leads to the next Identify impact of removing a selected sentence Target RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Re-sequence sentences and describe impact on meaning Insert additional sentences and describe impact on meaning Analyze how a specific text excerpt (e.g. sentence, paragraph) fits into the overall text structure Introducing Label and explain different ways to structure paragraphs Give examples of specific paragraphs that use certain structures Re-sequence sentences and describe impact on meaning Insert additional sentences and describe impact on meaning Sort key concepts or central ideas (provided) into order of importance Identify and explain key concept or central idea of a text Identify a major section of the text and explain its significance Explain how a key section contributes to the whole and/or develops the key concept or central idea Analyze how an author organizes a text, including how the important sections build towards the whole and to the development of the key concept or central idea Target Processing RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Target Processing RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. Identify the structure of a specific paragraph in a text Label the role of each sentence within this paragraph Select sentence(s) from a single paragraph and explain how this excerpt develops understanding of a key concept (provided) Identify key concept Select sentence(s) and explain how this excerpt develops and refines understanding of a key concept Analyze in detail the structure of a specific excerpt of a text, explaining the role of particular sentences or lines in developing and refining a key concept or central idea District of Columbia Public Schools | 15 Introducing Define an author’s point of view or purpose in a text Give an example of an author’s point of view in a specific text Give an example of an author’s purpose in a specific text Processing Classify various authors’ points of view or purposes in writing previously studied texts (viewpoints or purposes provided) Identify author’s point of view or purpose in writing a text Identify an author’s argument and/or explain what the author cares about Target RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Explain which textual evidence identifies the author’s point of view or purpose Processing Identify textual evidence that identifies the author’s point of view or purpose Explain how textual evidence identifies the author’s point of view or purpose Identify points of view in the text which oppose the author’s point of view Cite textual evidence that reveals a contrasting viewpoint Target RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Analyze how the author sets his or her position apart from that of others Processing Trace examples when the author brings up conflicting or opposing evidence or viewpoints Explain how the author responds to conflicting evidence or viewpoints Identify examples (if applicable) when the author does not acknowledge or respond to conflicting evidence or viewpoints Target RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Summarize how the author addresses conflicting evidence Analyze how the author acknowledges or addresses a conflicting viewpoint District of Columbia Public Schools | 16 Integration of Knowledge and Ideas Introducing Identify the most effective medium for a specific purpose, and explain why it is ideal Identify pros and cons of different mediums Processing Rank effectiveness of different mediums to present a particular topic and explain ranking, exploring pros and cons of each Read and/or view information about the same topic or issue presented in different forms Target RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Combine information from multiple formats on the same topic to develop understanding of a topic Introducing Compare how two mediums represent the same topic or idea; explain how they are the same Processing Contrast text to another medium; explain what the text conveys that the non-textual medium does not Contrast a non-textual medium with a corresponding text; explain what the non-textual medium conveys that the text does not Target RI.7 7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Analyze how two or more versions of one text portray or represent a subject similarly or differently Analyze how our interpretation of a text is affected by a person’s portrayal or representation of a subject Introducing Identify advantage(s) of print over digital text (or text over print) in a specific case Identify advantage(s) of video (or visual representation) for a specific purpose Processing Explain disadvantage(s) of using print (or digital text, video, and/or multimedia) to represent a particular topic Explain disadvantage(s) of using non-print media to represent a particular topic or idea Target RI.8.1: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. Evaluate the most effective medium for a specific purpose and explain why it is ideal Rank effectiveness of different mediums to present a particular topic and explain ranking, exploring both advantages and disadvantages of each District of Columbia Public Schools | 17 Introducing Define and give examples of: claim, warrant (as a rule…), evidence, conclusion of an argument Classify claims that are supported by reasons and claims that are unsupported (provided) Processing Identify the conclusion of an argument presented in a text Identify specific claims used to support a conclusion Identify specific warrants (as a rule…) used to support a claim Identify evidence presented to support a specific claim Target RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Trace a set of claims, warrants, and evidence used to reach the conclusion of an argument Evaluate the argument, based on the extent to which claims are supported by evidence Introducing Classify examples of sound and unsound reasoning (provided) Classify relevant and irrelevant evidence to support a claim (provided) Classify sufficient and insufficient evidence to support a specific claim (provided) Processing Label reasoning as sound or unsound (valid or invalid); explain reasoning for label Identify relevant, sufficient evidence that supports a specific claim Target RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Evaluate the quality of the conclusion of an argument, based on the quality of the claims, warrants, and evidence used Processing Identify and explain sound and unsound (valid or invalid) reasoning Identify irrelevant evidence that does not support a specific claim Identify insufficient evidence that does not adequately support a specific claim Target RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Evaluate the quality of the conclusion of an argument, based on the quality of the claims, warrants, and evidence used; recognize irrelevant or insufficient evidence District of Columbia Public Schools | 18 Introducing Identify key events in a text Identify the same key events in a different text Processing Identify similarities between the texts, in terms of the presentation of events Identify differences between the texts, in terms of the presentation of events Target RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Identify both similarities and differences between two texts by two different authors presenting the same events Introducing Define “fact” and give examples of facts presented in a text Define “interpretation” and give examples of interpretations presented in a text Define “evidence” and give examples of evidence presented in a text Processing Classify facts and interpretations presented in a single text (provided) Classify facts and interpretations presented in two or more texts on the same topic (provided) Identify details the first author emphasizes Identify details the second author emphasizes Identify details a particular author downplays or omits Target RI.7.9: Analyze how two or more authors writing about the same topic share their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Summarize and synthesize how multiple authors emphasize certain details to promote a particular interpretation of events th Introducing Classify information from two or more texts on the same topic as conflicting or agreeing (provided) Processing Identify facts from two or more texts (on the same topic) which contradict each other Identify interpretations from two or more texts (on the same topic) which contradict each other Identify interpretations from two or more texts (on the same topic) which confirm each other Target 8 Grade: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Summarize and synthesize consistencies and conflicting information presented in two or more texts on the same topic, citing specific facts and interpretations from each text District of Columbia Public Schools | 19 9th - 12th Grade Common Core Reading Standards for Literature with sub-skills identified and sequenced from most basic to most complex Key Ideas and Details Processing Introducing RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Provide textual evidence to support an accurate explicit statement about the text; statement provided Classify explicit and implicit accurate statements about the text (provided); support with evidence Provide textual evidence to support an accurate implicit analytical statement about the text; statement provided Classify accurate and inaccurate statements about the text (provided); support with evidence Distinguish between relevant and irrelevant evidence to support accurate analytical statements (provided) Distinguish between sufficient and insufficient evidence to support analytical statements (provided) Classify stronger and weaker textual evidence to support accurate analytical statements (provided) Identify multiple pieces of textual evidence that support an accurate analytical statement (provided), then rank by degree of strength Respond to question to form accurate explicit statement about the text; support with strong and thorough textual evidence Target Respond to question to form accurate implicit statement about the text; support with strong and thorough textual evidence Create accurate explicit and implicit statements about the text and support with strong and thorough textual evidence, without a focusing question Target Processing Introducing RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Provide textual evidence to support an accurate explicit statement about the text; statement provided Provide textual evidence to support an accurate implicit analytical statement about the text; statement provided Classify explicit and implicit accurate statements about the text (provided); support with evidence Classify accurate and inaccurate statements about the text (provided); support with evidence Distinguish between relevant and irrelevant evidence to support accurate analytical statements (provided) Distinguish between sufficient and insufficient evidence to support analytical statements (provided) Classify stronger and weaker textual evidence to support accurate analytical statements (provided) Identify multiple pieces of textual evidence that support an accurate analytical statement (provided), then rank by degree of strength Respond to question to form accurate explicit statement about the text; support with strong and thorough textual evidence Respond to question to form accurate implicit statement about the text; support with strong and thorough textual evidence Create accurate explicit and implicit statements about the text and support with strong and thorough textual evidence, without a focusing question Respond to question to identify what language in the text suggests uncertainty (e.g., of the author’s point of view, of a character’s motivation, of a character’s action); support with strong and thorough textual evidence Determine where the text leaves matters uncertain; support with strong, thorough textual evidence District of Columbia Public Schools | 20 Target Processing Introducing RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Identify how and when a theme or central idea (provided) emerges in a text Identify examples of events that shape or refine a theme or central idea (provided) Identify culminating event that most powerfully illustrates the theme or central idea (provided) Explain how a specific character’s words, actions, or feelings shape or refine a theme or central idea; character and theme/central idea provided Identify and explain connection between setting and theme or central idea (provided) Identify a theme or central idea and provide supporting textual evidence Define objective and subjective and give examples of each Classify objective and subjective summary statements Summarize sequence of basic plot events Write an objective summary, including the author’s central idea or message Analyze how characters, setting, and events in the story help to develop a theme or central idea, including how the theme emerges and is supported by textual details Introducing Identify how themes or central ideas (provided) interact or build on one another in a text Identify examples of events that shape or refine multiple themes or central ideas (provided) Identify culminating event that most powerfully illustrates the themes or central ideas (provided) Identify one theme or central idea in a text; provide supporting details from the text Explain how the author develops this theme or central idea over the course of the text Identify multiple themes or central ideas; provide supporting textual evidence Explain how two or more themes are connected or build on another Define objective and subjective and give examples of each Classify objective and subjective summary statements Summarize sequence of basic plot events Write an objective summary, including the author’s central idea or message Analyze how multiple themes and central ideas interact within the text to produce a complex story Analyze how multiple themes and central ideas build on one another to produce a complex story Target Processing RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. District of Columbia Public Schools | 21 Introducing Define and give examples of complex (or round) characters Distinguish between simple (or flat) and complex characters Label character motivations Processing Identify multiple motivations for a single character Describe parallel motivations within a single character, or those which support each other Describe conflicting motivations within a single character, or those which create internal conflict Identify motivations for multiple characters Describe how specific motivations of different characters support or oppose each other Identify examples of how a character’s motivations can change over the course of the text Explain how dialogue, thoughts, or actions illustrate or create character complexity Identify dialogue, thoughts, or actions to show how character interactions advance the plot Identify dialogue, thoughts, or actions to show how character interactions develop a theme Target RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Analyze how complex characters change or develop over the course of the text Analyze how the plot or theme is developed through complex characters’ interactions or through characters’ personal growth Identify and classify elements of a story (e.g., setting, character development) Identify and classify elements of a drama Processing Analyze the author’s choice regarding where the story or drama is set Analyze the author’s choice regarding how action is sequenced Analyze the author’s choice regarding how the characters are introduced and developed Identify how elements of a story interact and relate to one another Identify how elements of a drama interact and relate to one another Target Introducing RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Identify and explain author’s choices regarding how to develop and relate elements of a story or drama Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama District of Columbia Public Schools | 22 Craft and Structure Target Processing Introducing RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Identify words and/or phrases that block meaning Define and explain literal meaning Explain figurative meaning Define and explain literal and figurative meanings of specific word or phrase Classify literal and figurative language Define and explain denotations (primary or explicit meanings) and connotations (implicit or secondary meanings) of specific words or phrases Classify words and phrases by their denotations and connotations Explain impact on meaning of word substitution in selected phrase or sentence Select most meaningful word to fill in the blank of a selected phrase or sentence Define and describe tone accurately (e.g., formal, informal, somber, lighthearted) Identify changes in tone, citing specific words or phrases that signal such change Explain impact of word substitutions on tone of particular passage Provide examples to explain meaning or tone of particular passage Analyze the cumulative impact of specific words or phrases on a text’s meaning Analyze the cumulative impact of specific words or phrases on a text’s tone Use figurative language (e.g., metaphor, simile) to explain meaning or tone of words, phrases, or a text as a whole Target Processing Introducing RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Identify words and/or phrases that block meaning Define and explain literal and figurative meanings of specific word or phrase Classify literal and figurative language Identify words with multiple meanings Define and explain denotations (primary or explicit meanings) and connotations (implicit or secondary meanings) of specific words or phrases Distinguish words and phrases according to their denotations and connotations Explain impact on meaning of word substitutions in selected phrase or sentence Select most meaningful word to fill in the blank of a selected phrase or sentence Define and describe tone accurately (e.g., formal, informal, somber, lighthearted) Identify changes in tone, citing specific words or phrases that signal such change Explain impact of word substitution on tone in selected passage Provide examples to explain meaning or tone of word or phrase Use figurative language (e.g., metaphor, simile) to explain meaning or tone of word or phrase Analyze the cumulative impact of specific words or phrases on a text’s meaning Analyze the cumulative impact of specific words or phrases on a text’s tone Identify and analyze the impact of puns (in Shakespeare’s work and in other texts) Identify and analyze the impact of language that is particularly fresh, engaging, or beautiful (in Shakespeare’s work and in other texts) District of Columbia Public Schools | 23 Introducing Label different kinds of text structures Sequence plot events in the order in which they occur Label purposes for individual paragraphs in a text Processing Describe how text structures are the same Describe how text structures are different Explain the varied purposes and effects of different text structures Identify and describe the text structure of a selected text Explain the purpose of specific paragraphs within a text Explain how the author sequences events Explain how the author paces plot events Target RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Analyze how the author manipulates time (e.g., pacing, flashbacks) to create mystery, tension, and/or surprise Analyze how the author sequences events to create mystery, tension, and/or surprise Analyze the specific features of a text’s structure to explain how it creates mystery, tension, and/or surprise RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution), contribute to its overall structure and meaning as well as its aesthetic impact. Processing Explain the different purposes and effects of different text structures Explain an author’s choices regarding how to organize and sequence specific parts of a text Identify and explain the purpose of specific paragraphs or parts of a text Analyze how the author’s organizational choices (e.g., where to begin the story) contribute to the text’s overall structure Analyze how the author’s discrete organizational choices contribute to the text’s meaning Analyze how the author’s discrete organizational choices contribute to the text’s aesthetic impact Analyze how all the author’s specific organizational choices contribute to the text’s overall structure, meaning, and power Introducing Label various kinds of literary text structures Break down a text into its discrete parts, tracking: How/where the story begins When/how major characters are introduced When/how conflict is introduced and developed When/how the conflict is resolved Outline how the author sequences these parts Target District of Columbia Public Schools | 24 Target Processing Introducing RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Identify the text’s narrator Identify the point of view through which the story is told Identify first person narration Identify second person narration Identify third person narration (both omniscient and limited omniscient) Identify cultural origin of narrator Identify cultural origin of characters in a text Identify a cultural experience reflected in a text from outside the United States Explain differences between first, second, third person narration Explain a cultural experience reflected in a work of world literature Explain how a cultural experience in a work of world literature is the same as a cultural experience depicted in a work of American literature Explain how a cultural experience in a work of world literature contrasts with a cultural experience depicted in a work of American literature Identify and explain point of view of a single character (other than narrator), in light of cultural origin Identify and explain points of view of multiple characters, in light of their cultural origins Explain how reader’s point of view is the same or different from characters’ points of view Explain how a narrator’s point of view influences specific descriptions Analyze impact of first person narration on description of character(s) and events Analyze impact of third person narration on description of character(s) and events Analyze how cultural experiences and viewpoints are portrayed in world literature Introducing Define and distinguish an author’s point of view from characters’ viewpoints Define and identify examples of satire Define, identify, and distinguish different types of irony (e.g., verbal irony, dramatic irony) Define and identify examples of understatement Classify statements about the text (provided) according to whether or not they should be taken literally Provide textual evidence to support rationale for why specific statements should or should not be taken literally To uncover satire, analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant To uncover irony, analyze a case in which grasping points of view requires distinguishing what is directly stated in a text from what is really meant To uncover an understatement, analyze a case in which grasping points of view requires distinguishing what is directly stated in a text from what is really meant Target Processing RL.11-12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). District of Columbia Public Schools | 25 Introducing Describe different mediums to represent a subject or key scene (e.g., text, film, live production, audio, visual art, music) Examine two different mediums representing the same subject or scene List what the two different representations have in common List differences between the two different representations Explain what two different representations have in common Explain differences between two representations of the same subject or scene Explain impact of differences between two representations Identify a feature emphasized more in one treatment than in the other Identify a feature absent in each representation Analyze how one representation enriches or deepens understanding of the other Analyze why one representation disappoints or displeases in contrast to the other Explain how each representation contributes to comprehension of the subject or scene Analyze how a subject or key scene is portrayed similarly or differently in two mediums, focusing on what is emphasized or absent in each representation Rank quality of each representation, and explain ranking with evidence that demonstrates comprehension of the subject or scene Target Processing RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). Introducing Describe different mediums to represent a story, drama, or play (e.g., text, film, live production, audio, visual art) Examine multiple interpretations of the same story, drama, or poem Processing Explain what the multiple interpretations have in common Explain differences between the multiple interpretations of the same story, drama, or play Explain impact of differences between multiple interpretations Explain how the multiple interpretations enrich or deepen understanding of the source text Explain how the multiple interpretations disappoint or displease in contrast to the source text Target RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Analyze how multiple interpretations of a text contribute to comprehension of the source text Rank quality of multiple interpretations, and explain ranking with evidence that demonstrates comprehension of the source text District of Columbia Public Schools | 26 Introducing Identify source material for a specific author Identify topic and/or theme of specific source material Processing Explain how the topic or theme from specific source material appears in studied work Explain how the author transforms the theme or topic from the source material for purposes specific to the new work Identify and explain explicit allusion to the source material Identify and explain implicit allusion to the source material Explain how the author alludes to the source material Explain why the author alludes to the source material Target RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Describe how the source material is represented in the new work Analyze the role of the source material to enrich or expand the new work Describe and explain how the source material is rendered new Introducing Identify eighteenth-century foundational works of American literature Identify nineteenth-century foundational works of American literature Identify early twentieth-century foundational works of American literature List themes or topics covered in specific eighteenth-century foundational works of American literature List themes or topics covered in specific nineteenth-century foundational works of American literature List themes or topics covered in specific early twentieth-century foundational works of American literature Explain how foundational works of eighteenth-, nineteenth-, and early-twentieth-century American literature address specific topics or themes Analyze how two or more foundational works of American Literature from the same period treat similar topics of themes Target Processing RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. District of Columbia Public Schools | 27 9th - 12th Grade Common Core Reading Standards for Informational Text with sub-skills identified and sequenced from most basic to most complex Key Ideas and Details Introducing Provide textual evidence to support an accurate explicit statement about the text Classify explicit and implicit accurate statements about the text; support with evidence Provide textual evidence to support an accurate implicit analytical statement about the text Classify accurate and inaccurate statements about the text; support with evidence Classify relevant and irrelevant evidence to support accurate analytical statements Classify stronger and weaker textual evidence to support accurate analytical statements Classify complete and incomplete textual evidence to support accurate analytical statements Identify multiple pieces of textual evidence that support an accurate analytical statement, then rank by degree of strength Respond to question to form accurate explicit and implicit statement(s) about the text; support with strong, thorough textual evidence Without the support of a focusing question, create accurate explicit and implicit statements about the text and support with strong, thorough textual evidence Target Processing RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Target Respond to question to form accurate explicit and implicit statement(s) about the text; support with strong, thorough textual evidence Without the support of a focusing question, create accurate explicit and implicit statements about the text and support with strong, thorough textual evidence Determine inferences for which the text provides insufficient support or evidence Analyze text for author’s central idea(s), both explicit and implicit, pointing out which interpretations can, and cannot, be supported by the text District of Columbia Public Schools | 28 Introducing Identify and explain a central idea of a text; support with multiple examples of textual evidence Determine point(s) in a text where the central idea emerges or is introduced Processing Identify specific details or events that shape or refine the central idea Define objective and subjective and provide examples Classify objective and subjective summary statements Target RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Write an objective summary of the text Analyze how an author develops a central idea, including how it emerges and is shaped by defining details Introducing Identify and explain a central idea of a text; support with multiple examples of textual evidence Identify and explain a second central idea of a text; support with multiple examples of textual evidence Outline at least two central ideas and their key supporting details Trace the development of each central idea over the course of the text Summarize a sequence of central ideas and key details Explain how the central ideas interact Outline how the central ideas build on one another during the text Write an objective summary of the text (including the text’s significance) Analyze how an author develops two or more central ideas, including how these ideas interact and build on one another during the course of the text Target Processing RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. District of Columbia Public Schools | 29 Introducing Identify central ideas or events presented in a text Identify key supporting points or details Identify the author’s argument or central idea Note when a specific event or idea is introduced in the text Sequence key events or ideas as they occur or are described in the text Explain how ideas or events are developed Identify ideas and events which are connected in the text Explain connections between ideas or events Explain how ideas or events are related but different Explain how connections between ideas or events are made clear Deconstruct the author’s analysis, identifying the key ideas or events, explaining how they are introduced, sequenced, and developed, and highlighting the connections between them Target Processing RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Target Processing Introducing RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Identify a set of key ideas presented in a text Identify a sequence of events presented in a text Identify key individuals presented in a text Note when and how individuals, ideas, and/or events are introduced Trace the development of ideas over the course of a text, sequencing them logically Trace the development of events over the course of a text, sequencing them as they are presented Trace the development of specific individuals over the course of the text, noting examples of change or growth in these individuals over time Identify individuals, ideas, and events which are connected or interact in the text Explain connections or interactions between individuals, ideas, and events Explain how individuals, ideas, and events are related but different Explain how connections between ideas and events are made clear Deconstruct a complex set of ideas or sequence of events, explaining how people, ideas, and events interact and develop over the course of the text District of Columbia Public Schools | 30 Craft and Structure Target Processing Introducing RI. 9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Identify words or phrases that block meaning Employ specific comprehension strategies to build meaning. Examples: Re-read previous and subsequent sentences to see if context provides useful clues. Develop hunch of word’s meaning. Look up word in dictionary to confirm or modify hunch. Break down word into parts; look for familiar prefixes, roots, or suffixes to develop a hunch. Classify figurative, connotative, and technical meanings (provided) Classify definitions of words or phrases (provided) according to denotative or connotative meanings Define and explain tone accurately Explain literal and figurative meanings of specific words or phrases as they are used in a text Explain denotation and connotation of single words or phrases as they are used in a text Explain meaning of technical words or phrases as they are used in a text Explain impact on meaning of word substitution in selected phrase or sentence Select most meaningful word to fill in the blank of a selected phrase or sentence Describe tone accurately in the context of a text Identify changes in tone in a text Identify specific words or phrases that contribute to the tone and meaning of a text Explain how the cumulative impact of specific words or phrases builds meaning Explain how the cumulative impact of specific words or phrases creates tone Analyze the cumulative impact of words or phrases on tone and meaning Target Processing RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No.10). Determine the figurative, connotative, and/or technical meanings of words or phrases as they are used in a text Trace author’s use of a word or key term throughout a text Analyze if, and/or to what extent, an author refines the meaning of a key term throughout a text District of Columbia Public Schools | 31 Introducing Identify a specific sentence that develops or refines an author’s idea or claim Identify a specific paragraph that develops or refines an author’s idea or claim Identify a specific section that develops or refines an author’s idea or claim Identify a specific chapter that develops or refines an author’s idea or claim Identify a specific sentence and explain how it develops or refines an author’s idea or claim Identify a specific paragraph and explain how it develops or refines an author’s idea or claim Identify a specific section and explain how it develops or refines an author’s idea or claim Explain how a specific chapter develops or refines an author’s idea or claim Explain how an author sequences claims, warrants (as a rule…), and evidence to reach a conclusion; conclusion provided Identify author’s conclusion to an argument and explain how the author sequences claims, warrants (as a rule…) and evidence to reach that conclusion Identify author’s idea or claim; select text excerpts and explain how they develop and refine the author’s idea or claim Analyze how the content and form of the sentences, paragraphs, or sections/chapters leads to understanding the author’s idea or claim Target Processing RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Introducing Identify the author’s exposition or argument Classify clear and unclear points Classify convincing and weak points Classify engaging and boring points Outline the structure of an author’s argument or exposition Identify the purpose of each paragraph or section of the argument or exposition Identify how a specific structure contributes to building an argument or exposition Evaluate the extent to which an author’s argument is clear and logical (or not) Evaluate the extent to which an author’s argument is engaging or interesting (or not) Evaluate the extent to which the form or structure of the piece contributes to making the information convincing (or not) Analyze the structure of an author’s argument or exposition, examining the organization and sequencing of the claims, warrants (or rules), supporting evidence, and conclusion. Evaluate the extent to which the form or structure of a piece contributes directly to making the presentation of ideas engaging, clear, and/or convincing Target Processing RI. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. District of Columbia Public Schools | 32 Introducing Identify an author’s point of view in a text Identify an author’s purpose in a text Explain which textual evidence identifies the author’s point of view or purpose Define specific rhetorical devices (e.g., understatement, parallelism, irony, satire, analogy, allusion, metaphor) Processing Cite examples of a specific rhetorical device in a single text Cite examples of the same single rhetorical device used in multiple texts Identify multiple rhetorical devices employed in a single text Identify the impact of the use of a specific rhetorical device in a text Identify rhetorical device(s) the author uses to advance a point of view or purpose Explain how the author uses a specific rhetorical device to advance a point of view or purpose Explain how various rhetorical devices advance a point of view or purpose in a single text Target RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how the author uses rhetoric to advance that point of view or purpose. Analyze an author’s use of rhetoric to advance a specific point of view or purpose Introducing Identify the rhetorical devices used in the text Define writing or speaking style Identify examples of strong and effective rhetoric (e.g., famous speech) Identify examples of weak or ineffective rhetoric Determine the author’s point of view or purpose in a text in which the rhetoric is effective Explain how the style of a text contributes to its power, persuasiveness, or beauty Explain how the content of a text contributes to its power, persuasiveness, or beauty Analyze how the author’s style and content, in tandem, contribute to the effectiveness of advancing a point of view Analyze how the author’s style and content, in tandem, contribute to the effectiveness of advancing the text’s purpose Analyze and explain the relationships among rhetoric, style, and content in a single text Evaluate the extent to which the connections among rhetoric, style, and content in a single text advance the author’s point of view or purpose Target Processing RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. District of Columbia Public Schools | 33 Integration of Knowledge and Ideas Introducing Identify two or more accounts of a subject told in different mediums Compare the accounts to identify details included in both Contrast two versions to identify content included in one but omitted in the other Contrast two versions to identify examples of different details that are included or emphasized in each Explain how each of two versions contributes to comprehension of the other Explain how each of two versions detracts or distracts from comprehension of the other Analyze two or more accounts of a subject told in different mediums, with a focus on explaining which details are emphasized in each account Evaluate which version of an account is more effective at conveying the content, and explain why Target Processing RI. 9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Introducing Identify multiple sources of information to address a specific question Identify multiple sources of information to solve a problem Supplement written sources of information with visual or auditory sources Supplement written sources of information with quantitative (numerical) data Processing Synthesize information gathered from multiple sources (in various formats) Present information gathered from multiple sources logically and clearly to respond to a question Present information gathered from multiple sources logically and clearly to solve a problem Evaluate the effectiveness of each source in addressing a question or solving a problem Target RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Address a question by synthesizing multiple different sources of information into a coherent and effective presentation Solve a problem by synthesizing multiple different sources of information into a coherent and logical presentation Evaluate the relative effectiveness of various information sources and formats in addressing a question or solving a problem District of Columbia Public Schools | 34 Introducing Define valid vs. invalid Define logical fallacy, as well as specific examples (e.g., hasty generalization; weak analogy; ad hominem; Red Herring) Define reasoning Identify claims in an argument Identify warrants (i.e., “as a rule…”) in an argument Identify evidence used in an argument Identify the conclusion of an argument Classify examples of false and valid statements (provided) in an argument Classify relevant and irrelevant evidence (provided) to support a specific claim Classify sufficient and insufficient evidence (provided) to support a specific claim Classify examples of sound and fallacious reasoning (provided) Identify false statements in an argument Identify valid statements in an argument Identify irrelevant evidence that does not support a specific claim Identify relevant evidence that does support a specific claim Identify insufficient evidence that does not adequately support a specific claim Identify sufficient evidence that does convincingly support a specific claim Identify examples of fallacious (faulty) reasoning (e.g., hasty generalization; weak analogy; ad hominem; Red Herring) Trace a set of claims, warrants, and evidence used to reach the conclusion of an argument Evaluate the quality of the conclusion of an argument, based on the quality of the claims, warrants, and evidence used; recognize irrelevant evidence. Evaluate the quality of the conclusion of an argument, based on the quality of the claims, warrants, and evidence used; recognize fallacious reasoning Analyze the content of and evaluate the quality of an argument Target Processing RI. 9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Target Processing RI. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). Define constitutional principle Name constitutional principles applied in seminal U.S. texts (e.g., freedom of speech) Describe or portray use of legal reasoning in seminal U.S. texts (e.g., issue being debated; rule or precedent governing issue; relevant facts; analysis of how rules or warrants apply to facts; conclusion) Identify and describe premise(s) in U.S. works of public advocacy (e.g., presidential addresses) Identify and describe the purpose(s) of U.S. works of public advocacy Identify the arguments in U.S. works of public advocacy Recognize irrelevant, inaccurate, or insufficient evidence presented in historic U.S. documents Recognize fallacious reasoning presented in seminal U.S. documents Trace and evaluate the reasoning in historic U.S. documents, including the author’s application of constitutional principles and legal reasoning Trace and evaluate the arguments in works of public advocacy, focusing on the strength of premises, purposes, and reasoning Evaluate the reasoning in seminal U.S texts, based on the application of constitutional principles and the quality of the premises, claims, warrants, and evidence used; critique evidence for relevance, validity, and sufficiency District of Columbia Public Schools | 35 Introducing Identify themes of historical significance in seminal U.S. documents Identify concepts of historical significance in seminal U.S documents Identify themes of literary significance in seminal U.S. documents Identify concepts of literary significance in seminal U.S documents Processing Identify two or more texts that address similar themes or concepts Identify the recurring themes or concepts in two or more of these texts Compare the approaches the authors take in addressing these themes or concepts Contrast the approaches the authors take in addressing the same theme or concept Target RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Analyze seminal U.S. documents of historical and literary significance to identify ways in which they address similar themes or topics Introducing Identify two or more foundational U.S. documents of historical and literary significance that address similar themes Identify two or more foundational U.S. documents of historical and literary significance that have similar purposes Identify two or more foundational U.S. documents of historical and literary significance that employ the same rhetorical features Identify the recurring themes in foundational U.S. documents Identify the recurring themes in foundational U.S. documents across different centuries Identify authors’ purposes in writing foundational U.S. documents Identify authors’ purposes in writing foundational U.S. documents at different points in the history of the United States Identify use of rhetorical features in foundational U.S. documents Compare and contrast authors’ themes, purposes, and use of rhetorical features in foundational U.S. documents from the same century Compare and contrast authors’ themes, purposes, and use of rhetorical features in foundational U.S. documents from different centuries Analyze foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features Target Processing RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. 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