Project Reflection Form
Name:
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Date:
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Instructor:
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Assignment Description: _______________________________________________________
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Checklist of Skills: Reading Informational Text
Key Ideas and Details:
 Cite strong and thorough textual evidence to support literal and inferential analysis
 Determine themes/central ideas; analyze development; provide objective summary
 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.
Craft and Structure:
 Determine the meaning of words and phrases as they are used in a text; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text
 Analyze/evaluate effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
 Determine an author's point of view/purpose in a text with effective rhetoric, analyzing
how style/ content contribute to power, persuasiveness or beauty of text.
Integration of Knowledge and Ideas:
 Analyze various accounts of a subject told in different mediums, determining which
details are emphasized in each account. (Grades 9 – 10)
 Delineate and evaluate the argument and specific claims, assessing whether reasoning is
valid and evidence is relevant/sufficient; identify false statements/misleading reasoning.
(Grades 9 – 10)
 Analyze seminal U.S. documents of historical and literary significance including how
they address related themes and concepts. (Grades 9 – 10)
 Integrate/evaluate multiple information sources presented in different media or formats,
as well as in words in order to address a question or solve a problem. (Grades 11 – 12)
 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning and premises, purposes, and
arguments in works of public advocacy (Grades 11 – 12)
 Analyze 17th, 18th, and 19th century U.S. documents of historical/literary significance for
themes, purposes, and rhetorical features. (Grades 11 – 12)
Revised May 2015
Range of Reading and Level of Text Complexity:
 By end of grade 11, read/comprehend literary nonfiction in the grades 11-12 text
complexity band proficiently, with scaffolding as needed at high end of the range.
 By end of grade 12, read/comprehend literary nonfiction at high end of the grades 11-12
text complexity band independently and proficiently.
Directions: Write a well-developed paragraph, using INK, to respond to the following question.
What can you be proud of in this project?
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Revised May 2015