Grade K



|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|1. With prompting and support, ask and |1. Ask and answer questions about key |1. Ask and answer such questions as who,|1. Ask and answer questions to demonstrate|1. Refer to details and examples in a |

|answer questions about key details in a |details in a text. |what, where, when, why, and how to |understanding of a text, referring |text when explaining what the text says|

|text | |demonstrate understanding of key details|explicitly to the text as the basis for |explicitly and when drawing inferences |

| | |in a text. |the answers. |from the text. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|1. Quote accurately from a text when |1. Cite textual evidence to support |1. Cite several pieces of textual |1. Cite the textual evidence that most |1. Cite strong and thorough textual |

|explaining what the text says explicitly |analysis of what the text says |evidence to support analysis of what the|strongly supports an analysis of what the |evidence to support analysis of what |

|and when drawing inferences from the text.|explicitly as well as inferences drawn |text says explicitly as well as |text says explicitly as well as inferences|the text says explicitly as well as |

| |from the text. |inferences drawn from the text. |drawn from the text. |inferences drawn from the text. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 1 |

|1. Cite strong and thorough textual | |

|evidence to support analysis of what the | |

|text says explicitly as well as inferences|Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support |

|drawn from the text, including determining|conclusions drawn from the text. |

|where the text leaves matters uncertain. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|2. With prompting and support, retell |2. Retell stories, including key |2. Recount stories, including fables and |2. Recount stories, including fables, |2. Determine a theme of a story, drama,|

|familiar stories, including key details. |details, and demonstrate understanding |folktales from diverse cultures, and |folktales, and myths from diverse |or poem from details in the text; |

| |of their central message or lesson. |determine their central message, lesson, |cultures; determine the central message, |summarize the text. |

| | |or moral. |lesson, or moral and explain how it is | |

| | | |conveyed through key details in the text. | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|2. Determine the theme of a story, drama,|2. Determine a theme or central idea |2. Determine a theme or central idea of |2.Determine a theme or central idea of a |2. Determine a theme or central idea |

|or poem from details in the text, |of a text and how it is conveyed |a text and analyze its development over |text, including those by and about |of a text and analyze in detail its |

|including how characters in a story or |through particular details; provide a |the course of the text; provide an |Minnesota American Indians, and analyze |development over the course of the |

|drama respond to challenges or how the |summary of the text distinct from |objective summary of the text |its development over the course of the |text, including how it emerges and is |

|speaker in a poem reflects upon a topic; |personal opinions or judgments. | |text, including its relationship to the |shaped and refined by specific details;|

|summarize the text. | | |characters, setting, and plot; provide an |provide an objective summary of the |

| | | |objective summary of the text. |text. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 2 |

|2. Determine two or more central ideas | |

|of a text and analyze their development | |

|over the course of the text, including |Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|how they interact and build on one | |

|another to provide a complex analysis; | |

|provide an objective summary of the text.| |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|2. With prompting and support, retell |2. Retell stories, including key details,|2. Recount stories, including fables and |2. Recount stories, including fables, |2. Determine a theme of a story, drama,|

|familiar stories, including key details. |and demonstrate understanding of their |folktales from diverse cultures, and |folktales, and myths from diverse |or poem from details in the text; |

| |central message or lesson. |determine their central message, lesson, |cultures; determine the central message, |summarize the text. |

| | |or moral. |lesson, or moral and explain how it is | |

| | | |conveyed through key details in the text.| |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|2. Determine the theme of a story, drama,|2. Determine a theme or central idea of |2. Determine a theme or central idea of |2.Determine a theme or central idea of a |2. Determine a theme or central idea |

|or poem from details in the text, |a text and how it is conveyed through |a text and analyze its development over |text, including those by and about |of a text and analyze in detail its |

|including how characters in a story or |particular details; provide a summary of |the course of the text; provide an |Minnesota American Indians, and analyze |development over the course of the |

|drama respond to challenges or how the |the text distinct from personal opinions |objective summary of the text |its development over the course of the |text, including how it emerges and is |

|speaker in a poem reflects upon a topic; |or judgments. | |text, including its relationship to the |shaped and refined by specific details;|

|summarize the text. | | |characters, setting, and plot; provide an|provide an objective summary of the |

| | | |objective summary of the text. |text. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 2 |

|2. Determine two or more central ideas | |

|of a text and analyze their development | |

|over the course of the text, including |Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|how they interact and build on one | |

|another to provide a complex analysis; | |

|provide an objective summary of the text.| |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|3. With prompting and support, identify |3. Describe characters, settings, and |3. Describe how characters in a story |3. Describe characters in a story (e.g.,|3. Describe in depth a character, |

|characters, settings, and major events |major events in a story, using key |respond to major events and challenges. |their traits, motivations, or feelings) |setting, or event in a story or drama, |

|in a story. |details. | |and explain how their actions contribute|drawing on specific details in the text |

| | | |to the sequence of events. |(e.g., a character’s thoughts, words, or|

| | | | |actions). |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|3. Compare and contrast two or more |3. Describe how a particular story’s or |3. Analyze how particular elements of a|3. Analyze how particular lines of |3. Analyze how complex characters |

|characters, settings, or events in a |drama’s plot unfolds in a series of |story or drama interact (e.g., how |dialogue or incidents in a story or |(e.g., those with multiple or |

|story or drama, drawing on specific |episodes as well as how the characters |setting shapes the characters or plot). |drama propel the action, reveal aspects |conflicting motivations) develop over |

|details in the text (e.g., how |respond or change as the plot moves toward| |of a character, or provoke a decision. |the course of a text, interact with |

|characters interact). |a resolution. | | |other characters, and advance the plot |

| | | | |or develop the theme. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 3 |

|3. Analyze the impact of the author’s | |

|choices regarding how to develop and | |

|relate elements of a story or drama |Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|(e.g., where a story is set, how the | |

|action is ordered, how the characters | |

|are introduced and developed). | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|3. With prompting and support, |3. Describe the connection between two |3. Describe the connection between a |3. Describe the relationship between a |3. Explain events, procedures, ideas, or|

|describe the connection between two |individuals, events, ideas, or pieces of |series of historical events, scientific |series of historical events, scientific |concepts in a historical, scientific, or|

|individuals, events, ideas, or pieces |information in a text. |ideas or concepts, or steps in technical|ideas or concepts, or steps in technical|technical text, including what happened |

|of information in a text. | |procedures in a text |procedures in a text, using language |and why, based on specific information |

| | | |that pertains to time, sequence, and |in the text. |

| | | |cause/effect. | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|3. Explain the relationships or |3. Analyze in detail how a key individual, |3. Analyze the interactions between |3. Analyze how a text makes connections|3.Analyze how the author unfolds an |

|interactions between two or more |event, or idea is introduced, illustrated, |individuals, events, and ideas in a text|among and distinctions between |analysis or series of ideas or events, |

|individuals, events, ideas, or |and elaborated in a text (e.g., through |(e.g., how ideas influence individuals |individuals, ideas, or events (e.g., |including the order in which the points |

|concepts in a historical, scientific, |examples or anecdotes). |or events, or how individuals influence |through comparisons, analogies, or |are made, how they are introduced and |

|or technical text based on specific | |ideas or events). |categories). |developed, and the connections that are |

|information in the text. | | | |drawn between them. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 3 |

|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, |Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|how the action is ordered, how the | |

|characters are introduced and | |

|developed). | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|4. Ask and answer questions about |4. Identify words and phrases in stories or|4. Describe how words and phrases (e.g.,|4. Determine the meaning of words and |4. Explain major differences between |

|unknown words in a text. |poems that suggest feelings or appeal to |regular beats, alliteration, rhymes, |phrases as they are used in a text, |poems, drama, and prose, and refer to the|

| |the senses. |repeated lines) supply rhythm and |distinguishing literal from non-literal|structural elements of poems (e.g., |

| | |meaning in a story, poem, or song. |language, including figurative language|verse, rhythm, meter) and drama (e.g., |

| | | |such as similes. |casts of characters, settings, |

| | | | |descriptions, dialogue, stage directions)|

| | | | |when writing or speaking about a text. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|4. Determine the meaning of words and |4. Determine the meaning of words and |4. Determine the meaning of words and |4. Determine the meaning of words and |4. Determine the meaning of words and |

|phrases as they are used in a text, |phrases as they are used in a text, |phrases as they are used in a text, |phrases as they are used in a text, |phrases as they are used in the text, |

|including figurative language such as |including figurative and connotative |including figurative and connotative |including figurative and connotative |including figurative and connotative |

|metaphors and similes. |meanings; analyze the impact of a specific |meanings; analyze the impact of rhymes |meanings; analyze the impact of |meanings; analyze the cumulative impact |

| |word choice on meaning and tone. |and other repetitions of sounds (e.g., |specific word choices on meaning and |of specific word choices on meaning and |

| | |alliteration) on a specific verse or |tone, including analogies or allusions |tone (e.g., how the language evokes a |

| | |stanza of a poem or section of a story |to other texts |sense of time and place; how it sets a |

| | |or drama. | |formal or informal tone). |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 4 |

|4. Determine the meaning of words | |

|and phrases as they are used in the | |

|text, including figurative and |Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices |

|connotative meanings; analyze the |shape meaning or tone. |

|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.) | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|4. With prompting and support, ask and |4. Ask and answer questions to help |4. Determine the meaning of words and |4. Determine the meaning of general |4. Determine the meaning of general |

|answer questions about unknown words in |determine or clarify the meaning of words |phrases in a text relevant to a grade 2 |academic and domain-specific words |academic and domain-specific words or |

|a text. |and phrases in a text. |topic or subject area. |and phrases in a text relevant to a |phrases in a text relevant to a grade 4 |

| | | |grade 3 topic or subject area. |topic or subject area. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|4. Determine the meaning of general |4. Determine the meaning of words and |4. Determine the meaning of words and |4. Determine the meaning of words and |4. Determine the meaning of words and |

|academic and domain-specific words or |phrases as they are used in a text, |phrases as they are used in a text, |phrases as they are used in a text, |phrases as they are used in a text, |

|phrases in a text relevant to a grade 5 |including figurative, connotative, and |including figurative, connotative, and |including figurative, connotative, and |including figurative, connotative, and |

|topic or subject area. |technical meanings. |technical meanings; analyze the impact |technical meanings; analyze the impact |technical meanings; analyze the |

| | |of a specific word choice on meaning and|of specific word choices on meaning and |cumulative impact of specific word |

| | |tone. |tone, including analogies or allusions |choices on meaning and tone (e.g., how |

| | | |to other texts |the language of a court opinion differs |

| | | | |from that of a newspaper). |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 4 |

|4. Determine the meaning of words and | |

|phrases as they are used in a text, | |

|including figurative, connotative, and | |

|technical meanings; analyze how an |Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices |

|author uses and refines the meaning of a|shape meaning or tone. |

|key term or terms over the course of a | |

|text (e.g., how Madison defines faction | |

|in Federalist No. 10). | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|5. Recognize common types of texts |5. Explain major differences between books|5. Describe the overall structure of a |5. Refer to parts of stories, dramas, |5. Explain major differences between |

|(e.g., storybooks, poems). |that tell stories and books that give |story, including describing how the |and poems when writing or speaking about|poems, drama, and prose, and refer to |

| |information, drawing on a wide reading of |beginning introduces the story and the |a text, using terms such as chapter, |the structural elements of poems (e.g., |

| |a range of text types. |ending concludes the action. |scene, and stanza; describe how each |verse, rhythm, meter) and drama (e.g., |

| | | |successive part builds on earlier |casts of characters, settings, |

| | | |sections. |descriptions, dialogue, stage |

| | | | |directions) when writing or speaking |

| | | | |about a text. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|5. Explain how a series of chapters, |5. Analyze how a particular sentence, |5. Analyze how a drama’s or poem’s form|5. Compare and contrast the structure of|5. Analyze how an author’s choices |

|scenes, or stanzas fits together to |chapter, scene, or stanza fits into the |or structure (e.g., soliloquy, sonnet) |two or more texts and analyze how the |concerning how to structure a text, |

|provide the overall structure of a |overall structure of a text and |contributes to its meaning. |differing structure of each text |order events within it (e.g., parallel |

|particular story, drama, or poem. |contributes to the development of the | |contributes to its meaning and style. |plots), and manipulate time (e.g., |

| |theme, setting, or plot. | | |pacing, flashbacks) create such effects |

| | | | |as mystery, tension, or surprise. |

|Grade 11-12 | CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 5 |

|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 |Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to |

|choice to provide a comedic or tragic |each other and the whole. |

|resolution) contribute to its overall | |

|structure and meaning as well as its | |

|aesthetic impact. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|5. Identify the front cover, back cover,|5. Know and use various text features |5. Know and use various text features |5. Use text features and search tools |5. Describe the overall structure |

|and title page of a book. |(e.g., headings, tables of contents, |(e.g., captions, bold print, subheadings, |(e.g., key words, sidebars, hyperlinks) to|(e.g., chronology, comparison, |

| |glossaries, electronic menus, icons) to |glossaries, indexes, electronic menus, |locate information relevant to a given |cause/effect, problem/solution) of |

| |locate key facts or information in a text.|icons) to locate key facts or information |topic efficiently. |events, ideas, concepts, or |

| | |in a text efficiently. | |information in a text or part of a |

| | | | |text. |

| | | | | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|5. Compare and contrast the overall |5. Analyze how a particular sentence, |5. Analyze the structure an author uses |5. Analyze in detail the structure of a |5. Analyze in detail how an author’s |

|structure (e.g., chronology, comparison,|paragraph, chapter, or section fits into |to organize a text, including how the |specific paragraph in a text, including |ideas or claims are developed and |

|cause/effect, problem/solution) of |the overall structure of a text and |major sections contribute to the whole and|the role of particular sentences in |refined by particular sentences, |

|events, ideas, concepts, or information |contributes to the development of the |to the development of the ideas. |developing and refining a key concept. |paragraphs, or larger portions of a |

|in two or more texts. |ideas. | | |text (e.g., a section or chapter). |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 5 |

|5. Analyze and evaluate the | |

|effectiveness of the structure an author| |

|uses in his or her exposition or |Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to |

|argument, including whether the |each other and the whole. |

|structure makes points clear, | |

|convincing, and engaging. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|6. With prompting and support, name the |6. Identify who is telling the story at |6. Acknowledge differences in the points|6. Distinguish their own point of view |6. Compare and contrast the point of |

|author and illustrator of a story and |various points in a text. |of view of characters, including by |from that of the narrator or those of |view from which different stories are |

|define the role of each in telling the | |speaking in a different voice for each |the characters. |narrated, including the difference |

|story. | |character when reading dialogue aloud. | |between first- and third-person |

| | | | |narrations. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|6. Describe how a narrator’s or |6. Explain how an author develops the |6. Analyze how an author develops and |6. Analyze how differences in the points|6. Analyze a particular point of view or|

|speaker’s point of view influences how |point of view of the narrator or speaker |contrasts the points of view of |of view of the characters and the |cultural experience reflected in a work |

|events are described. |in a text, including those by or about |different characters or narrators in a |audience or reader (e.g., created |of literature from outside the United |

| |Minnesota American Indians. |text, including those from diverse |through the use of dramatic irony) |States, drawing on a wide reading of |

| | |cultures. |create such effects as suspense or |world literature. |

| | | |humor. | |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 6 |

|6. Analyze a case in which grasping | |

|point of view requires distinguishing |Assess how point of view or purpose shapes the content and style of a text. |

|what is directly stated in a text from | |

|what is really meant (e.g., satire, | |

|sarcasm, irony, or understatement). | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|6. Name the author and illustrator of a |6. Distinguish between information |6. Identify the main purpose of a text, |6. Distinguish their own point of view |6. Compare and contrast a firsthand and |

|text and define the role of each in |provided by pictures or other |including what the author wants to answer,|from that of the author of a text. |secondhand account, including those by or |

|presenting the ideas or information in a|illustrations and information provided by |explain, or describe. | |about Minnesota American Indians, of the |

|text. |the words in a text. | | |same event or topic; describe the |

| | | | |differences in focus and the information |

| | | | |provided. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|6. Analyze multiple accounts by various |6. Determine an author’s point of view or|6. Determine an author’s point of view or |6 . Determine an author’s point of view or|6. Determine an author’s point of view or |

|cultures of the same event or topic, |purpose in a text and explain how it is |purpose in a text and analyze how the |purpose in a text and analyze how the |purpose in a text and analyze how an |

|noting important similarities and |conveyed in the text. |author distinguishes his or her position |author acknowledges and responds to |author uses rhetoric to advance that point|

|differences in the point of view they | |from that of others. |conflicting evidence or viewpoints. |of view or purpose. |

|represent. | | | | |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 6 |

|6. Determine an author’s point of view | |

|or purpose in a text in which the | |

|rhetoric is particularly effective, |Assess how point of view or purpose shapes the content and style of a text. |

|analyzing how style and content | |

|contribute to the power, persuasiveness,| |

|or beauty of the text.  | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|7. With prompting and support, describe |7. Use illustrations and details in a |7. Use information gained from the |7. Explain how specific aspects of a |7. Make connections between the text of |

|the relationship between illustrations |story to describe its characters, setting,|illustrations and words in a print or |text’s illustrations contribute to what |a story or drama and a visual or oral |

|and the story in which they appear |or events. |digital text to demonstrate |is conveyed by the words in a story |presentation of the text, identifying |

|(e.g., what moment in a story an | |understanding of its characters, |(e.g., create mood, emphasize aspects of|where each version reflects specific |

|illustration depicts). | |setting, or plot. |a character or setting). |descriptions and directions in the text.|

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|7. Analyze how visual and multimedia |7. Compare and contrast the experience of |7. Compare and contrast a written story,|7. Analyze the extent to which a filmed |7. Analyze the representation of a |

|elements contribute to the meaning, |reading a story, drama, or poem to |drama, or poem to its audio, filmed, |or live production of a story or drama |subject or a key scene in two different |

|tone, or beauty of a text (e.g., graphic|listening to or viewing an audio, video, |staged, or multimedia version, analyzing|stays faithful to or departs from the |artistic mediums, including what is |

|novel, multimedia presentation of |or live version of the text, including |the effects of techniques unique to each|text or script, evaluating the choices |emphasized or absent in each treatment |

|fiction, folktale, myth, poem). |contrasting what they “see” and “hear” |medium (e.g., lighting, sound, color, or|made by the director or actors. |(e.g., Auden’s “Musee des Beaux Arts” |

| |when reading the text to when they |camera focus and angles in a film). | |and Breughel’s Landscape with the Fall |

| |perceive when they listen or watch. | | |of Icarus). |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 7 |

|7. Analyze multiple representations of a| |

|story, drama, or poem (e.g., recorded or|Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|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.) | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|7. With prompting and support, describe |7. Use illustrations and details and details |7. Explain how specific images (e.g., a |7. Use information gained from |7. Interpret information presented |

|the relationship between illustrations |in a text to describe its key ideas. |diagram showing how a machine works) |illustrations (e.g., maps, |visually, orally, or quantitatively |

|and the text in which they appear (e.g.,| |contribute to and clarify a text. |photographs) and words in a text to |(e.g., in charts, graphs, diagrams, |

|what person, place, or thing, or idea in| | |demonstrate understanding of the text|time lines, animations, or interactive |

|the text an illustration depicts.) | | |(e.g., where, when, why, and how key |elements on Web pages) and explain how |

| | | |events occur.) |the information contributes to an |

| | | | |understanding of the text in which it |

| | | | |appears. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|Draw on information from multiple print |Integrate information presented in different |Compare and contrast a text to an audio, |Evaluate the advantages and |Analyze various accounts of a subject |

|or digital sources, demonstrating the |media or formats (e.g., visually, |video, or multimedia version of the text,|disadvantages of using different |told in different mediums (e.g., a |

|ability to locate an answer to a |quantitatively) as well as in words to |analyzing each medium’s portrayal of the |mediums (e.g., print or digital text,|person’s life story in both print and |

|question quickly or to solve a problem |develop a coherent understanding of a topic |subject (e.g., how the delivery of a |video, multimedia) to present a |multimedia), determining which details |

|efficiently. |or issue. |speech affects the impact of the words). |particular topic or idea. |are emphasized in each account. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 7 |

|Integrate and evaluate multiple sources | |

|of information presented in different |Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|media or formats (e.g., visually, | |

|quantitatively) as well as in words in | |

|order to address a question or solve a | |

|problem. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|(Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

| (Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |(Not applicable to literature) |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 8 |

|(Not applicable to literature) | |

| |Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|With prompting and support, identify the|Use the illustrations and details in a text |Explain how specific images (e.g., a |Describe the logical connection |Explain how an author uses reasons and |

|reasons an author gives to support |to describe its key ideas. |diagram showing how a machine works) |between particular sentences and |evidence to support particular points |

|points in a text. | |contribute to and clarify a text. |paragraphs in a text (e.g., |in a text. |

| | | |comparison, cause/effect, | |

| | | |first/second/third in a sequence). | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|Explain how an author uses reasons and |Trace and evaluate the argument and specific|Trace and evaluate the argument and |Delineate and evaluate the argument |Delineate and evaluate the argument and|

|evidence to support particular points in|claims in a text, distinguishing claims that|specific claims in a text, assessing |and specific claims in a text, |specific claims in a text, assessing |

|a text, identifying which reasons and |are supported by reasons and evidence from |whether the reasoning is sound and the |assessing whether the reasoning is |whether the reasoning is valid and the |

|evidence support which point(s). |claims that are not. |evidence is relevant and sufficient to |sound and the evidence is relevant and|evidence is relevant and sufficient; |

| | |support the claims. |sufficient; recognize when irrelevant |identify false statements and |

| | | |evidence is introduced. |fallacious reasoning. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 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 |Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. |

|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). | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|With prompting and support, compare and |Compare and contrast the adventures and |Compare and contrast two or more versions |Compare and contrast the themes, |Compare and contrast the treatment of |

|contrast the adventures and experiences |experiences of characters in stories. |of the same story (e.g., Cinderella |settings, and plots of stories written|similar themes and topics (e.g., |

|of characters in familiar stories. | |stories) by different authors or from |by the same author about the same or |opposition of good and evil) and |

| | |different cultures, including those by or |similar characters (e.g., in books |patterns of events (e.g., the quest) in|

| | |about Minnesota American Indians. |from a series). |stories, myths, and traditional |

| | | | |literature from different cultures, |

| | | | |including American Indian. |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|Compare and contrast stories in the same|Compare and contrast texts in different forms|Compare and contrast a fictional |Analyze how a modern work of fiction |Analyze how an author draws on and |

|genre (e.g., mysteries and adventure |or genres including those by and about |portrayal, including those in stories, |draws on themes, patterns of events, |transforms source material in a |

|stories) on their approaches to similar |Minnesota American Indians (e.g., stories and|poems, and historical novels of Minnesota |or character types from myths, |specific work (e.g., how Shakespeare |

|themes and topics. |poems; historical novels and fantasy stories)|American Indians, of a time, place, or |traditional stories, including |treats a theme or topic from Ovid or |

| |in terms of their approaches to similar |character and a historical account of the |stories, poems, and historical novels |the Bible or how a later author draws |

| |themes and topics. |same period as a means of understanding |of Minnesota American Indians, or |on a play by Shakespeare or how a |

| | |how authors of fiction use or alter |religious works such as the Bible, |Minnesota American Indian author uses |

| | |history. |including describing how the material |oral tradition to create works of |

| | | |is rendered new. |literature). |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 9 |

|Demonstrate knowledge of eighteenth-, | |

|nineteenth- and early-twentieth-century | |

|foundational works of American |Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|literature, including American Indian | |

|and other diverse cultures’ texts and | |

|how two or more texts from the same | |

|period treat similar themes or topics. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|With prompting and support, identify |Identify basic similarities in and |Compare and contrast the most important |Compare and contrast the most |Integrate information from two texts on|

|basic similarities in and differences |differences between two texts on the same |points presented by two texts on the same |important points and key details |the same topic in order to write or |

|between two texts on the same topic |topic (e.g., in illustrations, descriptions, |topic. |presented in two texts on the same |speak about the subject knowledgeably. |

|(e.g., in illustrations, descriptions, |or procedures). | |topic. | |

|or procedures). | | | | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|Integrate information from several texts|Compare and contrast one author’s |Analyze how two or more authors writing |Analyze a case in which two or more |Analyze seminal U.S. documents of |

|on the same topic in order to write or |presentation of events, including events |about the same topic including topics |texts, including one text by or about |historical and literary significance |

|speak about the subject knowledgeably. |related to Minnesota American Indians, with |about Minnesota American Indians; shape |Minnesota American Indians or other |(e.g., Washington’s Farewell Address, |

| |that of another (e.g., a memoir written by |their presentations of key information by |diverse cultures, provide conflicting |the Gettysburg Address, Roosevelt’s |

| |and a biography on the same person). |emphasizing different evidence or |information on the same topic and |Four Freedoms speech, King’s “Letter |

| | |advancing different interpretations of |identify where the texts disagree on |from Birmingham Jail,” and other |

| | |facts. |matters of fact or interpretation. |documents such as those written by |

| | | | |Sojourner Truth, Chief Seattle, and |

| | | | |Elizabeth Cady Stanton), including how |

| | | | |they address related themes and |

| | | | |concepts. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 9 |

|Analyze seventeenth-, eighteenth-, and | |

|nineteenth-century foundational U.S. | |

|documents of historical and literary |Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|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. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|Actively engage in group reading |With prompting and support, |By the end of the year, select, read |By the end of the year, read and |By the end of the year, read and comprehend |

|activities with purpose and |read prose and poetry of |and comprehend literature including |comprehend literature and other texts |literature and other texts including stories, drama, |

|understanding, including the appropriate|appropriate complexity for |stories and poetry for personal |including stories, dramas, and poetry, at |and poetry, in the grades 4-5 text complexity band |

|selection of texts for personal |grade 1 as well as select |enjoyment, interest, and academic |the high end of the grades 2-3 text |proficiently and independently with scaffolding as |

|enjoyment, interest, and academic tasks.|texts for personal enjoyment, |tasks, in the grades 2–3 text |complexity band independently and |needed at the high end of the range. |

| |interest, and academic tasks. |complexity band proficiently, with |proficiently. |a. Self-select texts for personal enjoyment, |

| | |scaffolding as needed at the high end |a. Self-select texts for personal |interest, and academic tasks. |

| | |of the range. |enjoyment, interest, and academic tasks. | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|By the end of the year, read and |By the end of the year, read |By the end of the year, read and |By the end of the year, read and |By the end of grade 9, read and comprehend literature|

|comprehend literature and other texts |and comprehend literature and |comprehend literature and other texts |comprehend literature and other texts |and other texts including stories, dramas, and poems,|

|including stories, dramas, and poetry at|other texts including stories,|including stories, dramas, and poems, |including stories, dramas, and poems, in |in the grades 9–10 text complexity band proficiently,|

|the high end of the grades 4–5 text |dramas, and poems, in the |in the grades 6–8 text complexity band |the grades 6–8 text complexity band |with scaffolding as needed at the high end of the |

|complexity band proficiently and |grades 6–8 text complexity |proficiently and independently with |proficiently and independently with |range. |

|independently. |band proficiently and |appropriate scaffolding for texts at |appropriate scaffolding for texts at the |a. Self-select texts for personal enjoyment, |

|a. Self –select texts for personal |independently with appropriate|the high end of the range. |high end of the range. |interest, and academic tasks. |

|enjoyment, interest, and academic tasks.|scaffolding for texts at the |Self-select texts for personal |a. Self-select texts for personal |b. Read widely to understand multiple perspectives |

| |high end of the range. |enjoyment, interest and academic tasks.|enjoyment, interest and academic tasks. |and pluralistic viewpoints. |

| |Self-select texts for personal| |b. Read widely to understand multiple |By the end of grade 10, read and comprehend |

| |enjoyment, interest and |Read widely to understand multiple |perspectives and pluralistic viewpoints. |literature and other texts including stories, dramas,|

| |academic tasks. |perspectives and pluralistic | |and poems at the high end of the grades 9–10 text |

| |Read widely to understand |viewpoints. | |complexity band independently and proficiently. |

| |multiple perspectives and | | |a. Self-select texts for personal enjoyment, |

| |pluralistic viewpoints. | | |interest, and academic tasks. |

| | | | |b. Read widely to understand multiple perspectives |

| | | | |and pluralistic viewpoints. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 10 |

|By the end of grade 11, read and comprehend literature and other texts including stories, dramas, and poems, in| |

|the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. |Read and comprehend complex literary and informational texts independently and proficiently |

|a. Self-select texts for personal enjoyment, interest, and academic tasks. | |

|b. Read widely to understand multiple perspectives and pluralistic viewpoints. | |

|By the end of grade 12, read and comprehend literature and other texts including stories, dramas, and poems, at| |

|the high end of the grades 11–CCR text complexity band independently and proficiently. | |

|a. Self-select texts for personal enjoyment, interest, and academic tasks. | |

|b. Read widely to understand multiple perspectives and pluralistic viewpoints. | |

|Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |

|Actively engage in group reading |With prompting and support, read |By the end of year, select, read and |By the end of the year, read and |By the end of year, read and comprehend |

|activities with purpose and |informational texts appropriately|comprehend informational texts, including|comprehend informational texts, |informational texts, including history/social |

|understanding, including the appropriate|complex for grade 1, as well as |history/social studies, science, and |including history/social studies, |studies, science, and technical texts, in the |

|selection of texts for personal |select texts for personal |technical texts, in the grades 2–3 text |science, and technical texts, at the |grades 4–5 text complexity band independently and |

|enjoyment, interest, and academic tasks.|enjoyment, interest, and academic|complexity band proficiently, with |high end of the grades 2–3 text |proficiently, with scaffolding as needed at the |

| |tasks. |scaffolding as needed at the high end of |complexity band independently and |high end of the range. |

| | |the range for personal interest, |proficiently. |a. Self-select texts for personal enjoyment, |

| | |enjoyment, and academic tasks. |a. Self-select texts for personal |interest, and academic tasks. |

| | | |enjoyment, interest, and academic | |

| | | |tasks. | |

|Grade 5 |Grade 6 |Grade 7 |Grade 8 |Grade 9-10 |

|By the end of the year, read and |By the end of the year, read and |By the end of the year, read and |By the end of the year, read and |By the end of grade 9, read and comprehend literary|

|comprehend informational texts, |comprehend literary nonfiction in|comprehend literary nonfiction in the |comprehend literary nonfiction at the |nonfiction in the grades 9–10 text complexity band |

|including history/social studies, |the grades 6–8 text complexity |grades 6–8 text complexity band |high end of the grades 6–8 text |proficiently, with scaffolding as needed at the |

|science, and technical texts, at the |band proficiently, with |independently and proficiently, with |complexity band independently and |high end of the range. |

|high end of the grades 4–5 text |scaffolding as needed at the high|scaffolding as needed at the high end of |proficiently. |By the end of grade 10, read and comprehend |

|complexity band independently and |end of the range. |the range. |a. Self-select texts for personal |literary nonfiction at the high end of the grades |

|proficiently. |a. Self-select texts for personal|a. Self-select texts for personal |enjoyment, interest, and academic |9–10 text complexity band independently and |

|a. Self-select texts for personal |enjoyment, interest, and academic|enjoyment, interest and academic tasks. |tasks. |proficiently. |

|enjoyment, interest, and academic tasks.|tasks. | | |a. Self-select texts for personal enjoyment, |

| | | | |interest, and academic tasks. |

|Grade 11-12 |CCR Standard: READING LITERATURE AND INFORMATIONAL TEXT 10 |

|By the end of grade 11, read and | |

|comprehend literary nonfiction in the | |

|grades 11–CCR text complexity band | |

|proficiently, with scaffolding as needed|Read and comprehend complex literary and informational texts |

|at the high end of the range. |independently and proficiently |

|By the end of grade 12, read and | |

|comprehend literary nonfiction at the | |

|high end of the grades 11–CCR text | |

|complexity band independently and | |

|proficiently. | |

|a. Self-select texts for personal | |

|enjoyment, interest, and academic tasks.| |

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