10th Grade ELA Targeted Standards [RL] Reading Literature Strand Cluster: Key Ideas and Details
ELA-10.RL.01 Read closely to comprehend texts of grade-level appropriate complexity.
a. Determine what the text says explicitly and implicitly
b. Provide an objective summary of the text
Student Learning Targets:
I can identify inferred and literal meanings.
I can explain the difference between explicit and implicit.
I understand how much evidence is needed to support my conclusions or claims.
I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.
I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
I can draw conclusions from a text and support my thoughts with specific and cited textual references.
Skills (Performance) Targets
I can use textual evidence that is convincing and complete to support my ideas.
I can cite from the text in a formal citation as well as in a verbal reference.
I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.
I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.
Measurement of Progress
KEY IDEAS & DETAILS (LITERATURE)
Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity a. Determine what the text says explicitly and implicitly b. Provide an objective summary of the text
RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.
RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
relies on strong and thorough textual evidence while
analyzing the development of theme(s) and/or central idea(s)
analyzing the impact of the author’s choices on setting, plot, and characterization.
accurately determines what the text says explicitly, even in more complex texts where ambiguities surface
moves beyond summary to analysis.
There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.
summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
recognizes or recalls specific terminology that relates to literature, such as:
textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.