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~ texts and tasks.

Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet . for Grades 9-12: The CCR anchor standards and high school grade-specilic standards work in tandem to define college and career readiness expectalions-the fonnerproviding broad

1. Cite strong and thorough textual evidence to support analysis of what the text says expliciHy as well as inferences drawn from the text 2. Deteimiiie a central idea of a text and ana~e its development over the course of the text, including how it ell1<!~ and is Shar and refined by specific details; ~ an of the text

1.

'strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. including ffetermll!li!i where the text leaves matters uncertain. development over the course of the text includi and build on one another to f.)roVide~Ciof the text their they interact f.)roVidean

2. Deteimine two or more central ideas of a text and ana~

3. Aaa

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 conneclioos that are drawn between them.

3. 'nalYm a complex set of ideas or sequence of events and emlain how specific individuals, ideas, or events interact and develop over the course of the text. 4. P\ermine the meaning of words and phrases as they are used in a text, induding figurative, connolative, and technical meanings; ana~ 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)_(See grades 11-12 language standards 4-6 for additional expectations.) CA
5.

De ~nnine the meaning of words and phrases


as they are used in a lext, including figurative, connotative, and technical meanings; !he impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (See grade 8 Language standards 4-6 for additional expectations.) CA Anii~ in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refinir.g a key concept Ana~ the use of text features (e.g., graphics> headers, captions) in consumer materials. CA

4.

~ the meaning of words and phrases as they are used in a text, induding figurative, connotative, and technical meanings; ~ the cumulative impact of specfficword chOices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (See grades 9-10 Language standards 4-6 for additional expectations.) CA

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). a. ~ the use of text features (e.g., graphics, headers, captions) in functional workplace documents. CA
5. ~

na~-and e'l lua!!i the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points dear, convincing, and engaging. a. I\na~e the use of text features (e'9., graphics, headers, captiOns) in public documents. CA

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in a text and 6. ~ an in a text in which the an in a 6. 0etermin8 an ~ how an author uses rhetoric to advance that point of rhetoric is particularly effective, ~ how style and content text and ana~ how the author acknowledges and contribute to the power, persuasiveness, or beauty of the text view or purpose. responds to conflicting evidence or viewpoints. 7_ various accounts of a subject told in different 7. Intggrate and evalUate multiple sources of information presented in Eval~ the advantages and disadvantages different media or formats (e.g., visually, quantitatively) as well as in mediums (e.g., a person's life story in both print and of using different mediums (e_g.,print or digital multimedia), ""i[l9 which details are emphasized in words in order to address a question or solve a problem. text, video, multimedia) to present a particular topic each account or idea. the reasoning in seminal U.S. texts, including 8. ~and eva .the argument and specific claims in 8. DeIifIeate aooevaiiiate be1i1eate and evaluate the argument and specific the application of conslitu1ional principles and use of legal reasoning a text, whether the reasoning is valid and the claims in a text, .-illQ whether the reasoning is (e.g., in U.S. Supreme Court majority opinions and dissents) and the evidence is relevant and suffiCient; idelitifi false statements sound and the evidence is relevant and sufficient; premises, purposes, and arguments in works of public advocacy and fallacious reasoning. ~rilzewhen irrelevant evidence is introduced. (e.g., The Federalist, presidential addresses). 9. ~ seminal U.S. documents of historical and literary signifICance(e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelfs Four Freedoms speech, King's 'Letter from Birmingham Jail'), including how they address related themes and concepts. 9. ~~ 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 sal of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. 10. By the end of grade 11, literary nonfiction in the grades 11-GCR text complexitY band profiCiently,with scaffolding as needed at the high end of the range.

~ a case in which two or more texts provide conflicting information on the same topic and k!enfifi where the texts disagree on matters of fact or interpretation. . By the end of the year, literary nonfiction at the high end of grades 6-8 text complexitY band independenUy and proficiently.

10. By the end of grade 9, literary nonfiction in the grades 9-10 text complexitY band proficiently, with scaffolding as needed at the high end of the range.

nto County Office of Education IJuly 2013


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