Standard
Knowledge
Reasoning
RL 1: Cite strong and
thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
Identify strong and
thorough textual
evidence
Analyze text in order to
provide evidence of how
the text explicitly uses
details to support key
ideas.
I can find strong and
complete evidence from
the text.
Discuss details the text
uses to support textual
analysis.
I can discuss why
details found in the text
are important.
I can find details to
prove my point.
Draw inferences from
the text in order to
understand how textual
analysis is developed.
I can draw inferences
from the text.
Cite strong and
thorough textual
evidence to support the
text (explicit and
inferred)
I can analyze the
meaning of the text
based on the literal and
between-the-lines
details
RL 2: Determine a
theme or central idea of
a text and analyze in
detail its development
Identify the central idea
or theme within a text.
I can find the author’s
Analyze how the theme
or central idea of a text
emerges, is shaped and
refined by specific
Skill
Product
over the course of a
text, including how it
emerges and is shaped
and refined by specific
detail; provide an
objective summary of
the text.
main point.
details.
Identify specific details
that support the
development of a theme
or central idea as it
● emerges
● is shaped
● is refined
I can distinguish how
details help to develop
the theme/author’s main
point.
I can find details that
support the author’s
main point as it’s
developed.
Provide an objective
summary.
I can summarize the
details that support the
author’s main point
without making
inferences.
Interpret how the text
supports key ideas or
themes with specific
detail.
I can understand how
details in the text
support the author’s
main point.
Formulate an objective
summary that includes
how the central idea
emerges, is shaped and
refined by specific
details.
I can summarize how
the details help to show,
create, and finalize a
author’s main point.
RL 3: Analyze how
Identify:
complex characters
● complex
(e.g., those with multiple
characters in a
or conflicting
text
motivations) develop
● evidence in a
over the course of a
text that makes
text, interact with other
the character
Analyze how characters
change over the course
of the text
Explain how characters’
motivations/traits affect
the plot
characters, and
advance the plot or
develop the theme.
complex
I can identify the
complex characters in a
text.
I can find evidence that
makes a character
complex
Identify conflicting
motivations
I can identify reasons
for conflict.
Identify the theme of a
story
Describe the conflict
and motivations in
character(s)
Analyze how the
character(s)’:
● conflicts
● motivations
● interactions
advance the plot
I can analyze how
character conflicts,
changes, and
motivations affect the
plot or theme of a text.
I can determine the
theme of a story
RL 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
phrases
● figurative words
and phrases
● connotative
words and
phrases
in a text
I can define the
dictionary meanings of
words
Determine the meaning
of words and phrases
as they are used in a
text
I can understand the
meaning of words in
what I read.
Determine the figurative
and connotative
meanings of words and
phrases as they are
used in a text.
I can determine nonliteral language
I can determine the
different meanings of
words and phrases.
Identify words that
impact meaning and
tone
I can identify the words
that affect the meaning
and tone of a text.
RL 5: Analyze how an
author’s choices
concerning how to
structure a text, order
events within (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
RL 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
I can determine the
multiple meanings of
words an phrases.
Analyze the cumulative
impact of specific word
choice on meaning or
tone.
I can explain the overall
impact of the word
choice on the meaning
and tone of the
passage.
.
Define cultural
experience
I can explain how the
culture one lives in
influences experiences.
Identify the:
Cite details or examples
of the point of view or
cultural experience.
I can cite details or
examples of the point of
view or cultural
experience.
literature.
- point of view or
- cultural experience
Examine the
relationships of the point
I can identify the point of of view or cultural
view or cultural
experience with those of
experience.
other cultures as read in
texts from outside the
US
I can explain the impact
a cultural experience
may have on a point of
view.
Analyze the point of
view or cultural
experience using
contrasting and/or
supporting views from a
wide array of other
world literature
I can explain the
customs or standards of
a community ( culture ).
I can explain how the
norms/customs of a
community effect an
individual ( cultural
experience).
RL 7: Analyze the
representation of a
subject or a key scene
Know various artistic
mediums
Explain how and why an
artist/author chooses to
represent a subject or a
in two different artistic
mediums, including
what is emphasized or
absent in each
treatment ( e.g. “ Musee
des Beaux Arts” and
Breughel’s Landscape
with the Fall of Icarus)
I can identify different
artistic types.
Understand the literary
and artistic use of the
terms “subject” and key
scene
I can identify the subject
of the art form or the
central scene.
scene
I can understand the
author’s/ artist’s reason
for selecting the subject.
Analyze why the
artist/author
emphasized ideas for
effect
I can determine the
artist’s purpose for
emphasizing certain
elements.
Explain what is stressed
or missing from a given
representation in two
different artistic
mediums ( e.g. “ Musee
des Beaux Arts” and
Breughel’s Landscape
with the Fall of Icarus)
I can discriminate
between important
and/or missing details in
two different artistic
pieces.
RL 9: Analyze how an
author draws on and
transforms source
Distinguish between
theme and topic
Compare/contrast the
treatment of similar
themes or topics from
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).
I can explain the
difference between
theme and topic.
Identify difference
between primary text
and source material.
two or more text.
I can compare/contrast
how similar themes or
topics may exist in a
variety of texts.
I can identify the
difference between
primary text and source
material.
Identify allusion,
metaphor, parable, and
parody
I can define allusion,
metaphor, parable and
parody and identify
examples withing a text.
RL 10: By the end of
grade 10, read and
comprehend literature,
including stories,
dramas, and poems in
the grades 9-10 text
complexity band
proficiently with
scaffolding as needed at
the high end of the
range.
Identify/understand in
literature text:
- key ideas and details
- craft and structure
- integration of
knowledge and ideas
at appropriate
complexity ( Qualitative,
Quantitative and Reader
and Task) as seen in
standards 1-9 with
scaffolding as
necessary
Comprehend in literary
text:
- Key ideas and details
- craft and structure
- integration of
knowledge and ideas
at appropriate
complexity ( Qualitative,
Quantitative and Reader
and Task) as seen in
standards 1-9 with
scaffolding as
necessary
I understand....
I can identify important
ideas and details in
various structures and
forms and how
knowledge and ideas
are developed in a
complex text.