Print:
Literary:
Reading/ELA:
- Document Date:
11/15/07 - Grades PK–3
- Grades 3–8
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Literary |
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Standard 3.0 Comprehension of Literary Text
Students will read, comprehend, interpret, analyze, and evaluate literary text.
Topic
A. Comprehension of Literary Text
Indicator
- 1. Apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts including print and non-print
Objectives
- Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
- Listen to critically, read, and discuss a variety of literary forms and genres
Objective
- Analyze text features that contribute to meaning
Assessment limit: In the text or a portion of the text
Indicator
- 3. Analyze elements of narrative texts to facilitate understanding and interpretation
Objectives
- Distinguish among types of grade-appropriate narrative such as short stories, folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies, autobiographies, personal narratives, plays, and lyric and narrative poetry
Assessment limit: Grade-appropriate narrative texts
- Analyze the events of the plot
Assessment limit: Exposition, rising action, climax, and resolution
- Analyze details that provide information about the setting, the mood created by the setting, and ways in which the setting affects characters
Assessment limits:
- Details that create the setting and/or mood in the text or a portion of the text
- Connections among the characters, the setting, and the mood in the text or a portion of the text
- Analyze characterization
Assessment limits:
- Character's traits based on what character says, does, and thinks and what other characters or the narrator says
- Character's motivations
- Character's personal growth and development
- Analyze relationships between and among characters, setting and events
Assessment limit: In the text or a portion of the text or across multiple texts
- Analyze the actions of characters that serve to advance the plot
Assessment limit: In the text or a portion of the text or across multiple texts
- Analyze internal and/or external conflicts that motivate characters and those that advance the plot
Assessment limit: In the text or a portion of the text
- Analyze the author's approach to issues of time in a narrative
Assessment limits:
- Flashback
- Foreshadowing
- Analyze the point of view
Assessment limits:
- Connections between point of view and meaning
- Conclusions about the narrator based on his/her thoughts and/or observations
- Analyze the interactions among narrative elements and their contribution to meaning
Assessment limit: Connections among narrative elements and meaning
Indicator
- 4. Analyze elements of poetry to facilitate understanding and interpretation
Objectives
- Use structural features to distinguish among types of poetry such as ballad, narrative, lyric
- Analyze language and structural features to determine meaning
Assessment limit: Literal versus figurative meanin
- Analyze sound elements of poetry that contribute to meaning
Assessment limits:
- Rhyme, rhyme scheme
- Alliteration and other repetition
- Onomatopoeia
- Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning
Assessment limit: Elements of grade-appropriate lyric and narrative poems that contribute to meaning
Objectives
- Use structural features to distinguish among types of plays
- Analyze the action of individual scenes and acts and their relationship to the plot
Assessment limit: Literal versus interpretive meaning
- Analyze how stage directions affect dialogue, characters, and plot
Assessment limit: In the text or a portion of the text
Objectives
- Analyze main ideas and universal themes
Assessment limits:
- Of the text or a portion of the text
- Experiences, emotions, issues, and ideas in a text that give rise to universal themes
- Analyze similar themes across multiple texts
Assessment limit: Experiences, emotions, issues, and ideas across texts that give rise to universal themes
- Summarize or paraphrase
Assessment limit: The text or a portion of the text
- Reflect on and explain personal connections to the text
Assessment limit: Connections between personal experiences and the theme or main ideas
- Explain the implications of the text for the reader and/or society
Assessment limit: Ideas and issues of a text that may have implications for the reader
Objectives
- Analyze how specific language choices contribute to meaning
Assessment limits:
- Significant words (e.g., idioms, colloquialisms, etc.) with a specific effect on meaning
- Denotations of above-grade-level words used in context
- Connotations of grade-appropriate words and phrases in context
- Analyze language choices that create tone
Assessment limit: In the text or a portion of the text
- Analyze figurative language that contributes to meaning and/or creates style
Assessment limit: In the text or a portion of the text
- Analyze imagery that contributes to meaning and/or creates style
Assessment limit: Specific words and phrases in the text or a portion of the text
- Analyze elements of style and their contribution to meaning
Assessment limit: Common elements of style such as repetition, hyperbole and rhetorical questions
Objectives
- Analyze the plausibility of the plot and the credibility of the characters
Assessment limit: In the text or a portion of the text
- Analyze the extent to which the text contains ambiguities, subtleties, or contradictions
Assessment limit: Questions and predictions about events, situations, and conflicts that might occur if the text were extended
- Analyze the relationship between a literary text and its historical and/or social context
Assessment limit: Implications of the historical or social context on a literary text
- Analyze the relationship between the structure and the purpose of the text
Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
11/15/07
