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Grade 9 Reading Standards
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Standard
(Curriculum)
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Instruction and
Assessment
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Standard 1. The
student understands and uses different skills and strategies to
read.
1.1 Uses word recognition and word
meaning skills to read and comprehend text
* Uses word identification
strategies (e.g., knowledge of word patterns, derivations,
syllabification) appropriately and automatically when encountering
an unknown word
* Recognizes and responds
to complex, ambiguous, and conflicting language in
text
1.2 Builds vocabulary
through reading
* Recognizes specific
language forms such as figurative language and technical
language
* Recognizes text as
containing cultural connotations
1.3 Reads fluently,
adjusting reading for purpose and material
* Recognizes and discusses
the elements of different text structures (e.g., reports,
procedures, biographies, dramas)
* Makes connections
between widely separated sections of text
* Selects and uses
appropriate strategies for different purposes
1.4 Understands
elements of literature
* Recognizes and discusses
the elements and purposes of different text genres (e.g., reports,
biographies, narratives, dramas, documentaries)
* Recognizes and analyzes
bias, propaganda, and stereotyping in text
1.5 Uses features of
nonfiction text and computer software
* Formulates and applies
research strategies
* Synthesizes information
within and across texts; selects key information and ignores
irrelevant material
* Applies understanding of
text structure to the acquisition, organization, and application of
information
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Instructional Support
Materials
* Responding to
Literature (McDougal
Littell)
Instructional
Strategies
1.1
* Structural
analysis
* Two-column
notes
* Read-talk-write
Assessment
* See course descriptions
for LA 9A and 9B
* Teacher-made
assessments
* Informal reading
inventories
* Student
work
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Standard 2. The
student understands the meaning of what is
read.
2.1 Comprehends
important ideas and details
* Demonstrates
comprehension of varied fiction, nonfiction, and technical
texts
* Identifies main concepts
within text
* Draws on own prior
knowledge from reading, experience, and cultural perspective to
understand author's viewpoint
* Predicts, then confirms
or revises based on a synthesis of information from several
sources
2.2 Expands
comprehension by analyzing, interpreting, and synthesizing
information and ideas
* Synthesizes information
within and across texts
* Discusses why a text may
be interpreted differently by different readers or
viewers
* Uses thinking skills to
increase understanding including ability to question, compare,
summarize, analyze, and synthesize, all with supporting
evidence
2.3 Thinks critically
and analyzes authors' use of language, style, purpose, and
perspective
* Draws conclusions based
on validity and accuracy of what is read
* Analyzes author's use of
language to accomplish purpose
* Analyzes author's
viewpoint, persuasive techniques, and cultural
perspective
* Compares ideas,
concepts, and reasoning between texts
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Instructional Support
Materials
* Responding to
Literature (McDougal
Littell)
Instructional
Strategies
2.1
* Anticipation
guide
* DRTA
Assessment
* See course
descriptions for LA 9A and 9B
* Teacher-made
assessments
* Informal reading
inventories
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Standard 3. The student
reads different materials for a variety of
purposes.
3.1 Reads to learn
new information and
3.2 Reads to perform a task
* Defines resource needs
before beginning a project
* Effectively uses a
variety of techniques and resources to gather and organize
information
* Interprets information
in accurate and insightful ways
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Synthesizes a wide
range of information
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Accurately
assesses the value of information
* Recognizes when projects
need additional information
3.3 Reads for
literary experience in a variety of forms
* Reads and responds to a
wide variety of traditional and contemporary
literature
* Reads to analyze and
compare multiple perspectives and understand self, others, and
world issues
* Analyzes recurring
themes in literature (e.g., human interaction, identity, conflict,
economic change)
3.4 Reads for career
applications
* Knows and uses
particular reading skills and vocabulary needed for career areas of
interest
* Uses appropriate reading
strategies to understand technical and non-technical documents from
selected career areas
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Instructional Support
Materials
* Responding to
Literature (McDougal
Littell)
Instructional
Strategies
3.1 - 3.4
* Response
journals
* Paraphrasing
* Two and three-column
note-taking
* Thinking maps (e.g.,
tree map, double bubble map)
* Anticipation
guide
* Word splash
* Key word
* Think-pair-share
* Read-
talk-write
* Possible
sentences
* Carousel (team
webbing)
* Rate
adjustment
Assessment
* Learning
logs
* Portfolio
* See course descriptions
for 9A and 9B
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4.1 Assesses
strengths and need for improvement
* Selects appropriate
materials and adjusts reading strategies for different texts and
purposes
* Sets reading goals and
develops a plan to meet goals and monitor
progress
4.2 Seeks and offers
feedback to improve reading
* Develops shared academic
and technical standards and evaluates reading skills (e.g.,
fluency, comprehension, text choice) for self and
others
4.3 Develops
interests and shares reading experiences
* Identifies and discusses
different authors' styles
* Critiques reading and
discusses with others
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Instructional Support
Materials
* Responding to
Literature (McDougal
Littell)
Instructional
Strategies
4.1 - 4.3
* Goal
setting
* Reading logs
*
Learning
logs
* Metacognition
* Literature
circle
Assessment
* Self-assessment as
reader
* Reading
logs
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* Instructional
strategies are suggestions only. There are many additional
strategies that are appropriate.
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