Department of education chapter 131: the maine federal, state, and local accountability standards summary
Students analyze and interpret elements of literary texts, citing evidence where appropriate by…
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1.3.2.10 Students analyze and interpret elements of literary texts, citing evidence where appropriate by…(R-10-5)1.3.2.10.1 Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot) (R-10-5.1) 1.3.2.10.2 Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (R-10-5.2) 1.3.2.10.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (R-10-5.3) 1.3.2.10.4 Explaining how the narrator’s point of view or author’s style is evident and affects the reader’s interpretation (R-10-5.4) EXAMPLE: If this story were told from another character’s point of view, how would the reader’s interpretation be different? 1.3.2.10.5 Explaining how the author’s purpose (e.g., to entertain, inform or persuade) message or theme (which may include universal themes) is supported within the text (R-10-5.5) 1.3.2.11 Students analyze and interpret author’s craft, citing evidence where appropriate by… (R-10-6)
(Assumes a variety of text and increasing text complexity across grade levels) 1.4 INFORMATIONAL TEXTS 1.4.1 INITIAL UNDERSTANDING of INFORMATIONAL TEXT (Expository and Practical Text across Content Areas) (R-7) Grade 2 1.4.1.1 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-2-7)
EXAMPLE: On what page would you find information about snakes? 1.4.1.1.2 Using explicitly stated information to answer questions (R-2-7.2) EXAMPLE: According to this report, what do dolphins eat? Grade 3 1.4.1.2 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-3-7)
EXAMPLES: What words does the author want you to notice on this page? What is the last step of the directions? 1.4.1.2.2 Using information from the text to answer questions related to explicitly stated main/central ideas or details (R-3-7.2) 1.4.1.2.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (R-3-7.3) EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things Grade 4 1.4.1.3 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-4-7)
1.4.1.3.2 Using information from the text to answer questions related to explicitly stated main/central ideas or key details (R-4-7.2) 1.4.1.3.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) (R-4-7.3) Grade 5 1.4.1.4 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-5-7)
1.4.1.4.2 Using information from the text to answer questions related to main/central ideas or key details (R-5-7.2)
(R-5-7.3) Grade 6 1.4.1.5 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-6-7)
1.4.1.5.2 Using information from the text to answer questions related to main/central ideas or key details (R-6-7.2) 1.4.1.5.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (R-6-7.3) Grade 7 1.4.1.6 Students demonstrate initial understanding of informational texts (expository and practical texts) by… (R-7-7)
1.4.1.6.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (R-7-7.2) 1.4.1.6.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (R-7-7.30 Grades 9-Diploma 1.4.1.7 Students demonstrate initial understanding of informational texts (expository and practical texts) by…(R-10-7)1.4.1.7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (R-10-7.1) 1.4.1.7.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams (R-10-7.2) 1.4.1.7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining) (R-10-7.3) (Assumes increasing text complexity across grade levels.) 1.4.2 ANALYSIS AND INTERPRETATION OF INFORMATIONAL TEXTS (EXPOSITORY AND PRACTICAL TEXT ACROSS CONTENT AREAS) CITING EVIDENCE (R-8) Grade 2 1.4.2.1 Analyze and interpret informational text, citing evidence as appropriate by… (R-2-8)
EXAMPLE: Combining or comparing facts and details presented - What food is eaten by both kinds of fish? 1.4.2.1.2 Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) (R-2-8.2) 1.4.2.1.3 Making basic inferences or drawing basic conclusions (R-2-8.3) EXAMPLE: Based on this report, do turtles make good pets? 1.4.2.1.4 Making inferences about causes or effects, when signal words are present (R-2-8.5) EXAMPLE: “The sun came out. Then the puddle dried up.” What made the puddle dry up? Grade 3 1.4.2.2 Students analyze and interpret informational texts, citing evidence where appropriate by… (R-3-8)
EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text 1.4.2.2.2 Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) (R-3-8.2) 1.4.2.2.3 Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (R-3-8.3) 1.4.2.2.4 Distinguishing fact from opinion (R-3-8.4) 1.4.2.2.5 Making inferences about causes or effects (R-3-8.5) EXAMPLE: What probably caused the fire to start in the garage? Grade 4 1.4.2.3 Students analyze and interpret informational text, citing evidence as appropriate by…(R-4–8) 1.4.2.3.1 Connecting information within a text or across texts (R-4-8.1) 1.4.2.3.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (R-4-8.2) 1.4.2.3.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (R-4-8.3) 1.4.2.3.4 Distinguishing fact from opinion (R-4-8.4) 1.4.2.3.5 Making inferences about causes or effects (R-4-8.5) Grade 5 1.4.2.4 Students analyze and interpret informational text, citing evidence as appropriate by… (R-5–8)
1.4.2.4.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (R-5-8.2) 1.4.2.4.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (R-5–8.3) 1.4.2.4.4 Distinguishing fact from opinion (R-5-8.4) 1.4.2.4.5 Making inferences about causes or effects (R-5-8.5) Grade 6 1.4.2.5 Students analyze and interpret informational text, citing evidence as appropriate by… (R-6-8)
1.4.2.5.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (R-6-8.2) 1.4.2.5.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (R-6-8.3) 1.4.2.5.4 Distinguishing fact from opinion, and identifying possible bias/propaganda (R-6-8.4) 1.4.2.5.5 Making inferences about causes or effects (R-6-8.5) Grade 7 1.4.2.6 Students analyze and interpret informational text, citing evidence as appropriate by… (R-7-8)
1.4.2.6.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (R-7-8.2) 1.4.2.6.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant (R-7-8.3) EXAMPLE (of evaluating): Given a statement (opinion, judgment, or assertion), students provide evidence from the text that this statement does/does not support the author’s purpose in writing the piece. 1.4.2.6.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (R-7-8.4) 1.4.2.6.5 Making inferences about causes or effects (R-7-8.5) Grades 9-Diploma Directory: sos -> cec -> rules rules -> Chapter 104 page 05-071 department of education rules -> Department of health and human services maine cdc, health and environmental testing laboratory chapter 265: maine drug testing laboratory rules summary rules -> Public utilities commission chapter 880: attachments to joint-use utility poles; determination and allocation of costs; procedure summary rules -> Department of secretary of state bureau of motor vehicles rules -> 01 Department of Agriculture, Conservation and Forestry rules -> Agency name: Department of Marine Resources contact person rules -> Agency name: Department of Marine Resources contact person rules -> Agency name: Department of Marine Resources contact person rules -> - rules -> Division of inspections Download 1.6 Mb. Share with your friends:
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