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Iowa Core Curriculum - Literacy Skills

Reading Standards for Literature 9‑12

9th

10th

11th

Key Ideas and Details

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2.  Determine a theme or central idea of a text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

2.  Determine 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.

2.  Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3.  Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters.

3.  Analyze 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.

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, how the action is ordered, how the characters are introduced and developed).

IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

IA.2.Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

Craft and Structure

4.  Determine the meaning of words and phrases as they are used in the text, including figurative (e.g., how it sets a formal or informal tone).

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).

4.  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the 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.)

5.  Recognize 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 surprise.

5.  Analyze 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 surprise.

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 choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


 

6.  Recognize 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.

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 literature.

6.  Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

7.  Analyze the representation of a subject or a key scene in two different artistic mediums.

7.  Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

7.  Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or 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.)

8.  (Not applicable to literature)

8.  (Not applicable to literature)

8.  (Not applicable to literature)

9.  Analyze how an author draws on a 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).

9.  Analyze 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).

9.  Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

10.  By the end of grade 9, 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.

10.  By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

10.  By the end of grade 11, read and comprehend literature, 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.

Reading Standards for Informational Text 9‑12

9th

10th

11th

Key Ideas and Details

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly.

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2.  Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

2.  Determine a central idea of a text and analyze 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.

2.  Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

3.  Analyze 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.

3.  Analyze 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 connections that are drawn between them.

3.  Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

IA.2.Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

Craft and Structure

4.  Determine the meaning of words and phrases as they are used in a text, including figurative; analyze the cumulative impact on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

4.  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

4.  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze 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).

5.  Analyze how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

5.  Analyze 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).

5.  Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

6.  Determine an author’s point of view or purpose in a text

6.  Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

6.  Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Integration of Knowledge and Ideas

7.  Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia).

7.  Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

7.  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

8.  Delineate and evaluate the argument and specific claims in a text; identify false statements.

8.  Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

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 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).

9.  Introduce seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

9.  Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

9.  Analyze 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 Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Range of Reading and Level of Text Complexity

10.  By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

10.  By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

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 at the high end of the range.

 

Writing Standards 9‑12

9th

10th

11th

Text Types and Purposes

1.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a.       Introduce precise claim(s), and create an organization that establishes clear relationships among claim(s), reasons, and evidence.

 

a.     Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

a.       Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b.       Develop claim(s) and fairly, supplying evidence in a manner that anticipates the audience’s knowledge level and concerns.

 

b.     Develop claim(s) and counterclaims         fairly, supplying evidence for each while         pointing out the strengths and limitations    of both in a manner that anticipates the             audience’s knowledge level and       concerns.

 

b.       Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c.        Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

 

c.        Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d.       Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e.     Provide a concluding statement or                 section that follows from and supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a.     Introduce a topic; organize complex         ideas, concepts, and information to make              important connections and distinctions;                 include formatting (e.g., headings).    

 

a.     Introduce a topic; organize complex         ideas, concepts, and information to make              important connections and distinctions;                 include formatting (e.g., headings),     graphics (e.g., figures, tables), and                 multimedia when useful to aiding            comprehension.

a.       Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b.    Develop the topic with well-chosen,         relevant, and sufficient facts, details,         quotations, or other information and         examples appropriate to the audience’s         knowledge of the topic.

b.    Develop the topic with well-chosen,         relevant, and sufficient facts, extended         definitions, concrete details, quotations,         or other information and examples         appropriate to the audience’s knowledge         of the topic.

b.       Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c.     Use appropriate and varied transitions to link the major sections of the text, create         cohesion, and clarify the relationships among complex ideas and concepts.

c.        Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d.    Use precise language and vocabulary to         manage the complexity of the topic.

d.    Use precise language and domain-        specific vocabulary to manage the         complexity of the topic.

d.       Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e.     Establish and maintain a formal style and objective tone while attending to the                norms and conventions of the discipline in which they are writing.

f.     Provide a concluding statement or                 section that follows from and supports the information or explanation presented (e.g., articulating implications                or the significance of the topic).

3.  Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a.    Engage and orient the reader by setting         out a problem, situation, or observation,         establishing one introducing a narrator         and/or characters; create a smooth         progression of experiences or events.

 

a.    Engage and orient the reader by setting         out a problem, situation, or observation,         establishing one or multiple point(s) of         view, and introducing a narrator and/or         characters; create a smooth progression         of experiences or events.

a.       Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b.    Use narrative techniques, such as         dialogue, pacing, description, and         reflection to develop experiences,         events, and/or characters.

b.    Use narrative techniques, such as         dialogue, pacing, description, reflection,         and multiple plot lines, to develop         experiences, events, and/or characters.

b.    Use narrative techniques, such as         dialogue, pacing, description, reflection,         and multiple plot lines, to develop         experiences, events, and/or characters.

c.     Use a variety of techniques to sequence         events so that they build on one another         to create a coherent whole.

c.     Use a variety of techniques to sequence         events so that they build on one another         to create a coherent whole.         (differentiated EVT)

c.     Use a variety of techniques to sequence         events so that they build on one another         to create a coherent whole and build         toward a particular tone and outcome         (e.g., a sense of mystery, suspense,         growth, or resolution).

d.  Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e.  Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

4.  Produce 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.)

5.  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

6.  Use 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.

6.  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

7.  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8.  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8.  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8.  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9.  Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.        Apply grades 9–10 Reading standards to literature (e.g., "Analyze 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]").

a.     Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-        twentieth-century foundational works of         American literature, including how two         or more texts from the same period treat         similar themes or topics").

b.    Apply grades 9–10 Reading standards to literary nonfiction (e.g., "Delineate and         evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious                    reasoning").

b.    Apply grades 11–12 Reading standards to literary nonfiction (e.g., "Delineate and         evaluate the reasoning in seminal U.S.         texts, including the application of         constitutional principles and use of legal         reasoning [e.g., in U.S. Supreme Court         Case majority opinions and dissents] and         the premises, purposes, and arguments in works of public advocacy [e.g., The         Federalist, presidential addresses]").

Range of Writing

10.  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards 9‑12

9th

10th

11th

Comprehension and Collaboration

1.  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a.        Come to discussions prepared, having read ; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

a.     Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and         other research on the topic or issue to         stimulate a thoughtful, well-reasoned         exchange of ideas.

a.        Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b.       Work with peers for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

b.     Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

b.       Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c.        Propel conversations by posing and responding to questions; incorporate others into the discussion.

c.     Propel conversations by posing and         responding to questions that relate the         current discussion to broader themes or         larger ideas; actively incorporate others         into the discussion; and clarify, verify, or challenge ideas and conclusions.

c.        Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d.    Respond thoughtfully to diverse perspectives, summarize points of agreement and         disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

       d.    Respond thoughtfully to diverse          
        perspectives; synthesize comments,        
        claims, and evidence made on all sides
        of an issue; resolve contradictions when         possible; and determine what additional         information or research is required to         deepen the investigation or complete the         task.

 

2.  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally).

2.  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

2.  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

3.  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3.  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

3.  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

4.  Present 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.

4.  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

5.  Make 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 interest.

6.  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

6.  Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

IA.5.Prepare and conduct interviews.

IA.6.Participate in public performances.

IA.7.Debate an issue from either side.

 

Language Standards 9‑12 

9th

10th

11th

Conventions of Standard English

1.       Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 

a.        Use parallel structure.

a.     Apply the understanding that usage is a matter of convention, can change over         time, and is sometimes contested.

b.    Use various types of phrases         (prepositional) and clauses (independent, dependent) to convey specific meanings         and add variety and interest to writing or presentations.

b.    Use various types of phrases (noun, verb, adjectival, adverbial, participial,         prepositional, absolute) and clauses         (independent, dependent; noun, relative,         adverbial) to convey specific meanings         and add variety and interest to writing or presentations.

b.    Resolve issues of complex or contested usage, consulting references (e.g.,         Merriam-Webster’s Dictionary of English         Usage, Garner’s Modern American         Usage) as needed.

2.       Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.        Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

a.     Observe hyphenation conventions.

b.       Use a colon to introduce a list or quotation.

b.     Spell correctly.

c.        Spell correctly.

 

Knowledge of Language

3.  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a.     Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA         Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

a.     Vary syntax for effect, consulting         references (e.g., Tufte’s Artful Sentences)         for guidance as needed; apply an         understanding of syntax to the study of         complex texts when reading.

Vocabulary Acquisition and Use

4.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a.     Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a         word or phrase.

b.     Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

c.     Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

 

c.     Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its         standard usage.

d.     Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.     Interpret figures of speech (e.g.,         euphemism, oxymoron) in context.

 

a.     Interpret figures of speech (e.g.,         euphemism, oxymoron) in context and         analyze their role in the text.

a.        Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b.       Analyze nuances in the meaning of words with similar denotations.

6.  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

6.  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

6.  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.