The READING component of
summer reading touches on the following standards:
Ideas and Details:
strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective
summary of the text.
how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
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
how an author's choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or
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 literature.
Integration of Knowledge and Ideas:
the representation of a subject or a key scene in two different
artistic mediums, including what is emphasized or absent in each
treatment (e.g., Auden's "MusÃ©e des Beaux Arts" and
Breughel's Landscape with the Fall of Icarus).
not applicable to literature)
how an author draws on and transforms source 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).
The RESPONSE component of summer reading touches on
the following standards:
Presentation of Knowledge and Ideas:
information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning
and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add
Production and Distribution of Writing:
clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in
standards 1-3 above.)
technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically.