Reading
-
Determine both what the text says explicitly and what can be inferred logically from the text.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #4, pgs. 98-99)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #2 "Making inferences and drawing conclusions")
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #4 and #15).
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
AP European and World History Course Descriptions (2009), New York, NY: College Board (see pgs. 21-24 in AP European History for document-based question expectations). AP World and U.S. History also have these expectations.
-
Support or challenge assertions about the text by citing evidence in the text explicitly and accurately.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #6, pgs. 102-103)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #7 "Justifying a personal interpretation of a text through specific references")
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #4 and #15).
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
AP European and World History Course Descriptions (2009), New York, NY: College board (see pgs. 21-24 in AP European History for document-based question expectations). AP 5 high performing countries, as defined by their top 10 ranking on the 2006 Programme of International Student Assessment (PISA) Reading Scale:
-
Alberta, Canada: English Language Arts Curriculum Outcomes, 2003 (Grades 10-12) (see 10/20/30 2.3.2.b and 30.3.2.3.c)
-
British Columbia, Canada: English Language Arts Integrated Resource Package, Prescribed Learning Outcomes, 2007 (Grade 12) (see B8)
-
Ontario, Canada: The Ontario Curriculum, English, 2007 (see 1.4 &1.7, Grade 12 Reading & Literature Studies)
-
Victoria, Australia: Victorian Certificate of Education Study Design: English/English as a Second Language, 2007 (≈ Grades 11-12) (see Unit 1, Outcome 1, Key Skill 4; Unit 3, Outcome 1, Key Skill 3)
- A counterpart of this standard also appears in the English language arts standards of the following :
- England: English Programme of Study for Key stage 4, 2005 (≈ Grades 10-11) (see 2.2.d)
- Organization for Economic Cooperation and Development. (2006). PISA 2006: Science Competencies for Tomorrow’s World, Vol. 1 (see pg. 289, example PISA item "Graffiti") (PISA 2006, Vol. 1 full PDF)
- Organization for Economic Cooperation and Development. (2003). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris, France: Organization for Economic Cooperation and Development. (see pg. 115, "Reflecting on and Evaluating the Content of a Text")
Illustrative Alignment with State and Other Standards
-
U.S. Dept. of Education. (2009). Reading Framework for the 2009 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board. (see Proficient-Informational bullet 1)
-
Conley, D.T. (2003) Understanding University Success: A Report from Standards for Success. Eugene, OR: Center for Educational Policy Research. (see I.A.2)
-
A counterpart of this standard appears in the English language arts standards from the following states:
-
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #4, pgs. 98-99)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #1 "Identifying and/or summarizing the theme or central argument of a text," skill #4 "Understanding and paraphrasing points made in a text")
-
ACT (2006), ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #1, #2, #3, #6).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Informational Text 2. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Florida American Diploma Project Survey Results. (see row 9. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Delineate the main ideas or themes in the text and the details that elaborate and support them.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #4, pgs. 98-99)
-
ACT (2006), ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #1, #2, #3, #6).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Informational Text 2. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Florida American Diploma Project Survey Results. (see row 9. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Determine when, where, and why events unfold in the text, and explain how they relate to one another.
Evidence:
College Readiness
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #11, #14, #21, #24).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Informational Text 6. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10.)
-
Florida American Diploma Project Survey Results. (see row 20. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
Illustrative Alignment with State and Other Standards
-
U.S. Dept. of Education. (2009). Reading Framework for the 2009 National Assessment of Educational Progress. Washington, DC: National Assessment Governing Board. (see Proficient – Literary bullet 2)
-
Conley, D.T. (2003) Understanding University Success: A Report from Standards for Success. Eugene, OR: Center for Educational Policy Research. (see I.A.4)
-
A counterpart of this standard appears in the English language arts standards from the following states:
-
Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact.
Evidence:
-
Determine what is meant by words and phrases in context, including connotative meanings and figurative language.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #6, pgs. 102-103)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #8 "Determining the meaning of unfamiliar words from context," skill #18 "Understanding figurative language…")
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted to clarify which skills are most important to post-secondary instructors, see skill #7, skill #19).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (See Language 4. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Analyze how specific word choices shape the meaning and tone of the text.
Evidence:
College Readiness
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #14: "Understanding words that have multiple definitions," skill #17: "Distinguishing between connotative and denotative meanings of words," skill #20: "Identifying the tone of the the text." )
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #7, #10, and #19).
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Analyze how the text's organizational structure presents the argument, explanation, or narrative.
Evidence:
College Readiness
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #3 "Understanding organizational strategies such as introduction, supporting examples, summary)
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #1, #2, #6, #10, #12).
Illustrative Alignment with State and Other Standards
-
Conley, D.T. (2003) Understanding University Success: A Report from Standards for Success. Eugene, OR: Center for Educational Policy Research. (see I.C.3)
-
A counterpart of this standard appears in the English language arts standards from the following states:
- U.S. Dept. of Education. (2009). Reading Framework for the National Assessment of Educational Progress 2009. Washington, DC: National Assessment Governing Board. (see "Critique and Evaluate)
-
Analyze how specific details and larger portions of the text contribute to the meaning of the text.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary sssignment #4, pgs. 98-99)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #6 "Identifying the purpose of a portion of the text")
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #1, #2, #10, #12, #16).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Informational Text 2. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Florida American Diploma Project Survey Results. (see row 9. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
Synthesize data, diagrams, maps, and other visual elements with words in the text to further comprehension.
Evidence:
Career Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (Workplace Tasks #1-4, pgs. 74-81.)
-
The American Diploma Project Workplace Study. (2002). Washington, DC: National Alliance of Business. (See point 2, page 12; data gathered through employer feedback from 21 organizations in eight states representing over 10 industries)
-
ACT. (2006). Ready for College and Ready for Work: Same or Different? Iowa City, IA: ACT. (pgs. 3-5, see Table 3 "Data Representation and Statistical Thinking"- WorkKeys Column, Skill 3)
-
Hawai’i Career Ready Study. (2007). Commissioned by the Hawai’i P-20 Initiative. (see sample task "Build wall frame and building ramp, Construction/Carpenter; sample task "Draft memo to all employees, Hotel/Guest Services Manager; see also F5 for the occupational tasks for which this skill is important.)
-
Extract key information efficiently in print and online using text features and search techniques.
Evidence:
College Readiness
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Research 2. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Florida American Diploma Project Survey Results. (see Row 10. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Ascertain the origin, credibility, and accuracy of print and online sources.
Evidence:
College Readiness
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skill #5).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Research 3. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Florida American Diploma Project Survey Results. (see row 18. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Evaluate the reasoning and rhetoric that support an argument or explanation, including assessing whether the evidence provided is relevant and sufficient.
Evidence:
College Readiness
-
Achieve, Inc. (2004). The American Diploma Project, Ready or Not: Creating a High School Diploma that Counts. Washington, DC: Achieve, Inc. (see sample post-secondary assignment #5, pgs. 100-101)
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #5 "Distinguish fact from opinion, skill #10 "Identifying logical flaws or discrepancies in an author’s argument)
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skills #5, #8, #9, #12, #17, #18, #20).
-
Virginia Postsecondary Outreach Campaign and Data Collection, Essential English Skills Analysis. (see Logic 4. Survey of multi-disciplinary faculty teams at 30 higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
AP European and World History Course Descriptions (2009), New York, NY: College Board (see pgs. 21-24 in AP European History for document-based question expectations). AP World and U.S. History also have these expectations.
-
Analyze how two or more texts with different styles, points of view, or arguments address similar topics or themes.
Evidence:
College Readiness
-
Milewski, G.B., Johnsen, D., Glazer, N., & Kubota, M. (2005). A Survey to Evaluate the Alignment of the New SAT® Writing and Critical Reading Sections to Curricula and Instructional Practices. New York, NY: College Entrance Examination Board (see pg. 7- skills rated by importance to post-secondary instructors- skill #19 "Comparing and contrasting two texts")
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted by importance to clarify which skills are most important to post-secondary instructors, see skill #25).
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
AP European and World History Course Descriptions (2009), New York, NY: College board (see pgs. 21-24 in AP European History for document-based question expectations). AP World and U.S. History also have these expectations.
-
Florida American Diploma Project Survey Results. (see row 23. Survey of faculty members at 18 public higher education institutions; included if average rating is at least 7.5 on a scale of 10)
-
Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge.
Evidence:
-
Apply knowledge and concepts gained through reading to build a more coherent understanding of a subject, inform reading of additional texts, and to solve problems.
Evidence:
College Readiness
-
AP English Language and Composition and English Literature and Composition Course Description (2008), New York, NY: College Board (see pgs. 51-54, and sample exam expectations for literature beginning on 56).
-
AP European and World History Course Descriptions (2009), New York, NY: College board (see pgs. 21-24 in AP European History for document-based question expectations). AP World and U.S. History also have these expectations.
-
ACT. (2006). ACT National Curriculum Survey 2005-2006. Iowa City, IA: ACT. (pgs. 44-45, these data have been re-sorted to clarify which skills are most important to post-secondary instructors, see skill #9, #22, #23, #25).
-
Demonstrate facility with the specific reading demands of texts drawn from different disciplines, including history, literature, science, and mathematics.
Evidence:
Disciplinary Literacy Research
The following are a few seminal works of research on disciplinary literacy, which is at the heart of this standard. The sources below cannot be categorized as college or career readiness materials or evidence from a set of standards. Rather, it is general research that provides insight into the field of disciplinary literacy.
-
Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York.
-
Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas. Ann Arbor: University of Michigan Press.
-
Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.
-
Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Reinventing adolescent literacy for new times: Perennial and millennial issues. Journal of Adolescent and Adult Literacy, 43, 400–410.
-
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
-
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78, 40–59.
|
|