RE08.5 Standards

From Brush Schools Wiki

Go back to main Reading page.

Colorado Model Content Standards: Reading Level 9

1 Students read and understand a variety of materials.

1.a Compare and contrast text with different themes or ideas.

1.b Summarize, synthesize, and evaluate information from a variety of text and genre (for example, documents, speeches, technical texts, web pages, and memoirs). ES

1.c Analyze main idea and supporting details in a variety of text and genre.

1.d Infer by making connections within and among texts. ES

1.e Sequence events, procedures, and ideas.ES

1.f Locate and recall information in text with different text structures (for example, cause and effect, problem/solution, compare/contrast). ES

1.g Determine meanings of words, including those with multiple meanings, by using context clues (for example, synonyms, comparisons) and structural clues (for example, roots, suffixes, prefixes). ES

4 Students apply thinking skills to their reading, writing, speaking, listening and viewing.ES

4.a Identify an author’s purpose and the text’s historical/cultural context from information presented in the text.

4.b Use reading and writing skills to solve problems, list possible solutions, and provide support for the solutions.

4.c Differentiate fact from opinion in a variety of texts.

4.d Analyze a variety of text in order to make predictions and draw conclusions. ES

4.e Analyze a text’s main idea and use relevant details to support the analysis. ES

5 Students read to locate, select, and make use of relevant information from a variety of media, references, and technological sources.

5.a Use organizational features of printed text (for example, prefaces, afterwards, and appendices) to locate information.

5.b Use organizational features of electronic information (for example, keyword searches and email addresses) and library and interlibrary catalog databases to locate relevant information.

5.c Summarize and organize information about a topic in a variety of ways (for example, graphic organizer, Venn diagram, outline, timeline) from references, technical sources, and media.

5.d Evaluate information for specific needs, validity, credibility, and bias.

5.e Give credit for others’ ideas, images, or information in an appropriate form (for example, bibliography, works cited page, endnotes, or footnotes).

5.f Locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources.

6 Students read and recognize literature as a record of human experience.

6.a Read and respond to a variety of literature (for example, novels, poetry, short stories, nonfiction and plays) that represents perspectives from places, people, and events that are familiar and unfamiliar.

6.b Apply literary terminology and knowledge of literary techniques (including, but not limited to, rising action, style, mood, setting, protagonist, antagonist, point of view, foreshadowing, personification, or flashback) to understand text. ES

6.c Read a given text, identify the theme, and provide support from the text. ES

6.d Develop a thesis statement about a particular text and provide support from the text. ES

6.e Understand how figurative language supports meaning in a given text.

Resources

• Poetry Daily
• Georgetown University Honor Code on Academic Cheating
• Teen Book Club Site
• S. E. Hinton site
• Power Point to Teach Plot Structure
• Jack London Collection
• Teenplots: A Booktalk Guide to Use with Readers Ages 12-18. John T. Gillespie, Corrine J. Naden, Libraries Unlimited, Westport, Connecticut. 2003. In Librarian's Professional Collection
• Book Talks as an Instructional Stategy