Performance Expectation Category

R1.1.1 Uses the origins, history, and evolution of words and concepts to enhance understanding.

R1.1-1.5 Uses knowledge of Greek and Latin roots, prefixes, suffixes, and cognate words in different languages to determine the meaning of words. Uses origins and history of word meanings to enhance understanding of a word’s meaning.

R1.1.2 Uses context to determine the meaning of words.

R1.1-2.5 Uses context of sentence and larger sections of text to clarify the meaning of unknown or ambiguous words, detect nuances, infer connotations, and differentiate among multiple possible meanings of words.

R1.1.3 Integrates word meaning, grammar, syntax, and context to construct a coherent understanding of sections of text.

R1.1-3.5 Uses word knowledge, grammar, sentence structure (e.g., subordination, coordination, parallelism, comparatives, superlatives, modifying phrases and clauses), and context to understand the relationships among the actors, actions, and objects implied by sentences; clarify meaning; resolve ambiguity; detect nuance; infer connotative meanings; and integrate ideas within and across sentences.

Performance Expectation Category

R1.2.1 Uses understanding of setting and its connections to other narrative elements to guide comprehension of literary texts.

R1.2-1.5 Analyzes the social, cultural, and historical significance of settings to enhance comprehension; analyzes how settings function as metaphor to reinforce themes.

R1.2.2 Uses understanding of plot and its connections to other narrative elements to guide comprehension of literary texts.

R1.2-2.5  Analyzes how exposition, conflict, rising and falling action, climax, resolution, flashbacks, foreshadowing, and subplots function within and advance the plot; identifies use of plot developments to produce internal conflicts and psychological dilemmas for characters; understands that plot developments reflect social, cultural, and historical conflicts.

R1.2.3 Uses understanding of characterization and its connection to other narrative elements to guide comprehension of literary texts.

R1.2-3.5 Analyzes the different roles and functions that characters play in a narrative (e.g., antagonist, protagonist, foil, tragic hero); analyzes how relationships among character actions, dialogue, physical attributes, thoughts, feelings, and other characters portray nuances of character (e.g., beliefs, values, social class, and gender roles) and advance the plot.

R1.2.4 Uses understanding of theme and its connections to other narrative elements to guide comprehension of literary texts.

R1.2-4.5 Analyzes how connections among motifs, setting, character traits, character development, and plot suggest multiple levels of themes; compares treatment of themes across texts; connects themes to social, cultural, and historical contexts.

R1.2.5 Uses understanding of narrative perspective and its connections to other narrative elements to guide comprehension of literary texts.

R1.2-5.5 Analyzes use of third-person-omniscient and third-person-limited narrative points of view. Analyzes how multiple characters acting as narrators, each with a limited and possibly unreliable narrative perspective, influence the interpretation of events, characters, and themes. Connects narrative perspectives to social, cultural, or historical context.

R1.2.6 Uses understanding of form, elements, sound, figurative language, imagery, symbols, and allusions to guide comprehension of poetry.

R1.2-6.5 Compares how different poetic forms (e.g., lyric, blank verse, epic, sonnet, dramatic poetry) use elements, sound, figurative language, imagery, symbols, and allusions to communicate.

Performance Expectation Category

R1.3.1 Uses understanding of organizational patterns to guide the comprehension of informational texts.

R1.3-1.5 Analyzes the components of multiple organizational patterns (e.g., chronological, compare-contrast, problem-solution, cause-and effect) in a text to develop a global understanding of texts.

R1.3.2 Uses understanding of textual features to guide the comprehension of texts.  

R1.3-2.5 Analyzes a variety of textual features (e.g., tables of contents, headings, sidebars, marginal notes, playwright’s notes, stage directions) to evaluate the importance of information, infer the organization of the text, and make connections among ideas in the text.

R1.3.3 Integrates understanding of graphical representations with information presented textually to deepen comprehension of texts.

R1.3-3.5 Analyzes a variety of graphical representations (e.g., photographs, captions, maps, tables, timelines) in complex texts to deepen the understanding of important ideas in the text.

R1.3.4 Uses understanding of the meaning, coherence, validity, and relevancy of ideas to guide comprehension and make connections within and across texts.

R1.3-4.5 Analyzes themes, key ideas, main ideas, and supporting ideas within and across complex texts and analyzes the coherence, validity, and relevance of ideas, evidence, and arguments.

Performance Expectation Category

R2.2.1 Makes connections among a text; its social, cultural, and historical context; and the author’s perspectives, attitudes, and beliefs to extend and elaborate the meaning of texts.

R2.2-1.5 Analyzes explicit and implicit references to elements of the social, cultural, and historical context and uses that understanding to extend and elaborate the meaning of texts. Analyzes the text to identify the author’s attitudes, perspectives, and beliefs and compares these to the larger social, cultural, and historical context of the text.

R2.2.2 Understands how personal, social, cultural, and historical contexts shape readers’ interpretations of texts and uses this understanding to develop multiple interpretations of texts.

R2.2-2.5 Analyzes how readers from different social, cultural, and historical contexts read and interpret texts differently. Considers alternative perspectives and uses these to develop multiple interpretations of the events, ideas, and themes in complex texts.

Performance Expectation Category

R2.2.1 Makes connections among a text; its social, cultural, and historical context; and the author’s perspectives, attitudes, and beliefs to extend and elaborate the meaning of texts.

R2.2-1.5 Analyzes explicit and implicit references to elements of the social, cultural, and historical context and uses that understanding to extend and elaborate the meaning of texts. Analyzes the text to identify the author’s attitudes, perspectives, and beliefs and compares these to the larger social, cultural, and historical context of the text.

R2.2.2 Understands how personal, social, cultural, and historical contexts shape readers’ interpretations of texts and uses this understanding to develop multiple interpretations of texts.

R2.2-2.5 Analyzes how readers from different social, cultural, and historical contexts read and interpret texts differently. Considers alternative perspectives and uses these to develop multiple interpretations of the events, ideas, and themes in complex texts.

Performance Expectation Category

R2.3.1 Uses knowledge of the evolution and diversity of language to guide comprehension of texts.

R2.3-1.5 Understands that all languages change over time and that these changes can affect vocabulary, spelling, grammar, standards of usage, and rules governing mechanics. Uses this knowledge to situate texts within historical or social contexts.

R2.3.2 Understands that language represents and constructs how readers perceive events, people, groups, and ideas and has both positive and negative implications that can affect readers in different ways.

R2.3-2.5 Explains how language represents and constructs how readers perceive events, people, groups, and ideas. Explains positive and negative implications of language and how it can affect readers in different ways depending on context. Explains how language conveys intended and unintended meanings for readers and how it reflects etymological and historical roots.

Performance Expectation Category

R3.1.1 Analyzes an author’s intended audience, purpose, and goals to guide the interpretation of a text.

R3.1-1.5 Analyzes specific characteristics of an author’s intended audience and the author’s explicit and implicit purposes for writing to guide the interpretation of a text. Analyzes author’s knowledge of the intended audience and how the text corresponds to the author’s purposes for writing.

R3.1.2 Analyzes how an author creates an authorial persona, uses reasoning and evidence, and appeals to audience’s emotions, interests, values, and beliefs to achieve specific purposes.

R3.1-2.5 Analyzes how an author crafts an authorial persona to achieve an intended effect on an audience; appeals to audience emotions, interests, values, and beliefs; and uses reasoning and evidence to achieve specific purposes for an intended audience.

R3.1.3 Analyzes how an author uses specific genre elements to engage readers’ conventional genre expectations to achieve specific effects.

R3.1-3.5 Analyzes how authors use specific genre elements to engage readers’ conventional expectations associated with a variety of genres (e.g., classical essays, tragedy, comedy/ satire, parables, epics, periodicals/journals). Analyzes how an author deviates from genre norms to achieve specific effects.

Performance Expectation Category

R3.2.1 Analyzes how authors use language and stylistic devices to achieve specific effects.

R3.2-1.5 Evaluates how an author’s specific word choices and sentence structures shape the intended meaning of the text, achieve specific effects (e.g., to convey author’s attitude toward the reader and subject matter), and support author’s purpose.

R3.2.2 Analyzes how authors use literary devices and figurative language to achieve specific effects.

R3.2-2.5 Analyzes and evaluates how an author achieves specific effects and purposes using literary devices and figurative language (e.g., understatement, mood, allusion, allegory, paradox, irony, tone) and explains how literary devices and figurative language are used to reinforce key ideas, events, and themes and create multiple layers of meaning.

Performance Expectation Category

R4.1.1 Identifies purposes and goals for reading to guide the reading process.

R4.1-1.5 Identifies and refines increasingly complex purposes for reading (e.g., to analyze elements of author’s craft; to analyze a thesis and how it structures an argument; to analyze and compare personal, social, cultural, and historical perspectives) and refers to these purposes to guide the reading process and the selection of strategies both during and after reading.

R4.1.2 Uses pre-reading strategies to develop expectations about the text and to guide the reading process.

R4.1-2.5 Selects and prioritizes appropriate pre-reading strategies, such as generating questions and previewing, activating and evaluating prior knowledge, scanning, and skimming texts. Uses information gained from these pre-reading strategies to develop expectations about the text, guide the reading process, and select appropriate reading strategies used both during and after reading.

Performance Expectation Category

R4.2.1 Uses text-focused strategies (e.g., re-reading, paraphrasing, chunking, close reading) to better understand texts, improve global understanding, and infer implied meanings of the text.

R4.2-1.5 Knows when, why, and how to use text-focused strategies (e.g., re-reading, paraphrasing, chunking) to better understand texts and improve global understanding. Knows when to use close reading (e.g., analyzes semantic, syntactic, and stylistic nuances of language) to infer implied meanings of texts.

R4.2.2 Marks and annotates texts and takes notes during or after reading to identify and elaborate key ideas.

R4.2-2.5 Marks and annotates texts and takes notes during or after reading to identify points to be re-read or elaborated, to make connections among ideas, to question the text, and to generate and revise ongoing interpretations.

R4.2.3 Makes intentional bridging inferences and connections back to previous sentences and ideas across larger sections of text to resolve problems in comprehension.

R4.2-3.5 Makes intentional bridging inferences and connections back to previous sentences and implied ideas across larger sections of text, in conceptually and stylistically less familiar texts, or in more-complex texts, and to implied organizational patterns to resolve problems in comprehension, using additional strategies to achieve these goals.

4.2.4 Uses text structures to make connections among ideas and improve comprehension.

R4.2-4.5 Applies knowledge of a variety of complex structures of narrative texts to guide reading and to make predictions and elaborations. Applies knowledge of a variety of typical organizational patterns observed in informational texts to chunk the text, search for relationships among ideas, and guide the reading process.

Performance Expectation Category

R4.3.1 Uses questions of self, author, text, and context to clarify and extend comprehension of texts.

R4.3-1.5 Generates different kinds of questions to clarify and extend comprehension of texts (i.e., questions of self, of author, of text, and of context). Identifies comprehension goals and generates appropriate questions to activate prior knowledge, to analyze the author’s intentions, to interpret elements of increasingly complex texts, and to analyze how the text fits within the author’s social, cultural, or historical contexts.

R4.3.2 Uses think-aloud and self-explanation to extend and elaborate the meaning of the text.

R4.3-1.5 Uses self-explanation (e.g., explains verbally or in writing the meaning of sentences to self, making explicit connections to abstract ideas, principles, and theories, and uses general knowledge and reasoning to compensate for deficits in knowledge directly related to the text) to understand difficult concepts, make connections, and extend and elaborate meaning.

R4.3.3 Uses visualization to represent and make connections among objects, setting, characters, events, processes, and concepts in texts.

R4.3-3.5 Knows when to use visualization (represented internally or externally) to represent and make connections among objects, setting, characters, events, processes, and concepts in complex texts.

R4.3.4 Uses a variety of primary and secondary sources to expand and deepen the understanding of texts.

R4.3-4.5 Identifies and selects appropriate primary and secondary sources (e.g., dictionaries, Internet sites, encyclopedias, almanacs, class notes, interviews, discussions) and uses them with increased efficiency to expand and deepen the understanding of texts.

Performance Expectation Category

R4.4.1 Uses graphic organizers and reading guides to map relationships among ideas generated during reading to improve comprehension of texts.

R4.4-1.5 Generates and uses graphic organizers (e.g., diagrams, flow charts, outlines, concept maps, tables) and reading guides to guide analysis of content and rhetorical dimensions of complex texts. Evaluates the utility of various graphic organizers and modifies them to meet personal goals.

R4.4.2 Develops summaries and writes to learn in order to delineate the relationships among ideas and construct the gist of texts.

R4.4-2.5 Develops concise, well-organized mental, oral, or written summaries of texts and writes to learn in order to delineate complex relationships among ideas and to evaluate comprehension of complex texts.

Performance Expectation Category

R4.5.1 Monitors comprehension while reading by generating questions to determine level of understanding, by participating in discussions about the text, by noting points of misunderstanding, and by trying to establish connections among ideas in the text and to prior knowledge. Adjusts reading strategies to improve comprehension.

R4.5-1.5 Monitors comprehension, including the accuracy of previous predictions and elaborations, while reading. Assesses the coherence of connections among ideas in the text and connections to prior knowledge. Responds to the perceived difficulty of the text, the achievement of reading purposes, and the quality of comprehension by evaluating and adjusting reading strategies.

R4.5.2 Assesses post-reading comprehension, memory, and learning and adjusts reading strategies to improve comprehension.

R4.5-2.5 Assesses post-reading comprehension, memory, and learning (e.g., by answering self-generated questions, participating in discussion, retrieving keywords, or recalling text after a delay). Adjusts reading strategies according to the quality of post-reading comprehension and purpose for reading.