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Topic: Critical reading 

Theatre

 Standard 2.  Uses acting skills
  Level IV (Grade 9-12)
   Benchmark 1.Understands the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media
    Knowledge/skill statements
     1.Understands the physical dimensions of characters found in dramatic texts from various genres and media
     2.Understands the emotional dimensions of characters found in dramatic texts from various genres and media

Foreign Language

 Standard 1.  Uses the target language to engage in conversations, express feelings and emotions, and exchange opinions and information
  Level III (Grade 5-8)
   Benchmark 6.Gives and follows oral and written directions in the target language (e.g., for travel, for other tasks, for a recipe, for a word maze)
    Knowledge/skill statements
     4.Follows written directions in the target language
     6.Gives and follows written directions for travel situations
     8.Gives and follows written directions for tasks
     10.Gives and follows written directions for a recipe
     12.Gives and follows written directions for a word maze
 Standard 2.  Understands and interprets written and spoken language on diverse topics from diverse media
  Level II (Grade K-4)
   Benchmark 2.Understands the main ideas in ability-appropriate, highly illustrated texts that use many words that are similar to those in one’s native language (e.g., stories, newspaper articles, advertisements)
    Knowledge/skill statements
     1.Understands the main ideas in ability-appropriate, highly illustrated texts
     2.Understands the main ideas in stories that use many words that are similar to those in one’s native language
     3.Understands the main ideas in newspaper articles that use many words that are similar to those in one’s native language
     4.Understands the main ideas in advertisements that use many words that are similar to those in one’s native language
   Benchmark 4.Understands the main ideas and basic literary elements (e.g., principal characters, sequence of events, simple themes) in written poems, short folk tales, fairy tales, or illustrated stories that are appropriate at this developmental level
    Knowledge/skill statements
     1.Understands the main idea in ability-appropriate written poems
     2.Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate written poems
     3.Understands the main idea in ability-appropriate folk tales
     4.Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate folk tales
     5.Understands the main idea in ability-appropriate fairy tales
     6.Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate fairy tales
     7.Understands the main idea in ability-appropriate illustrated stories
     8.Understands the basic literary elements, such as characters, events, or themes, in ability-appropriate illustrated stories
   Benchmark 5.Understands brief written messages and personal notes on familiar topics (e.g., everyday school and home activities)
    Knowledge/skill statements
     1.Understands brief written messages on familiar topics
     2.Understands brief written personal notes on familiar topics
     3.Understands brief written messages or notes about everyday school activities
     4.Understands brief written messages or notes about everyday home activities
   Benchmark 8.Understands oral and written descriptions of people and objects in the environment
    Knowledge/skill statements
     2.Understands written descriptions of people and objects in the environment
  Level III (Grade 5-8)
   Benchmark 2.Understands the content of ability-appropriate primary sources on familiar topics (e.g., personal letters, pamphlets, illustrated newspaper and magazine articles, advertisements)
    Knowledge/skill statements
     1.Understands the content of ability-appropriate personal letters
     2.Understands the content of ability-appropriate pamphlets
     3.Understands the content of ability-appropriate illustrated newspapers
     4.Understands the content of ability-appropriate illustrated magazine articles
     5.Understands the content of ability-appropriate advertisements
   Benchmark 6.Uses context clues (e.g., known language, diagrams, text features, graphics) to decode unfamiliar words and phrases in complex messages or texts
    Knowledge/skill statements
     1.Uses context clues to decode unfamiliar words in complex messages or texts
     2.Uses context clues to decode unfamiliar phrases in complex messages or texts
     3.Uses known language to decode unfamiliar words and phrases in complex messages or texts
     4.Uses text features to decode unfamiliar words and phrases in complex messages or texts
     5.Uses graphics to decode unfamiliar words and phrases in complex messages or texts
   Benchmark 7.Understands the main ideas, themes, principal characters, and significant details of ability-appropriate authentic literature (e.g., narratives, shorts stories, poems, plays)
    Knowledge/skill statements
     1.Understands the main ideas of ability-appropriate authentic literature
     2.Understands the themes of ability-appropriate authentic literature
     3.Understands the principal characters of ability-appropriate authentic literature
     4.Understands the significant details of ability-appropriate authentic literature
     5.Understands the main ideas, themes, principal characters, and significant details of narratives
     6.Understands the main ideas, themes, principal characters, and significant details of short stories
     7.Understands the main ideas, themes, principal characters, and significant details of poems
     8.Understands the main ideas, themes, principal characters, and significant details of plays
  Level IV (Grade 9-12)
   Benchmark 2.Understands the main ideas and significant details of expository texts (e.g., full length feature articles in newspapers and magazines) on topics of current and historical importance to members of the target culture
    Knowledge/skill statements
     1.Understands the main ideas of expository texts on topics of current and historical importance to members of the target culture
     2.Understands the significant details of expository texts on topics of current and historical importance to members of the target culture
     3.Understands the main ideas and significant details of full length feature articles
   Benchmark 3.Understands story elements (e.g., main plot and sub-plots; appearance, roles, and significance of characters; theme, setting) in authentic, ability-appropriate written literature (e.g., short stories, poems)
    Knowledge/skill statements
     1.Understands main plot and sub-plots in authentic, ability-appropriate written literature
     2.Understands appearance, roles, and significance of characters in authentic, ability-appropriate written literature
     3.Understands theme in authentic, ability-appropriate written literature
     4.Understands setting in authentic, ability-appropriate written literature
     5.Understands story elements in ability-appropriate short stories
     6.Understands story elements in ability-appropriate poems
   Benchmark 4.Understands author’s style, point of view, and purpose in target-language literature that is appropriate at this developmental level
    Knowledge/skill statements
     1.Understands author’s style in target-language literature that is appropriate at this developmental level
     2.Understands author’s point of view in target-language literature that is appropriate at this developmental level
     3.Understands author’s purpose in target-language literature that is appropriate at this developmental level
   Benchmark 6.Understands cultural nuances of meaning (e.g., word choice, idioms, intonation, inflection, formal and informal usage) in written and spoken language and in expressive products of the culture (e.g., literary genres, visual arts)
    Knowledge/skill statements
     1.Understands cultural nuances of meaning in written language
     3.Understands cultural nuances of meaning in expressive products of the culture
     4.Understands word choice in written and spoken language and in expressive products of the culture
     5.Understands idioms in written and spoken language and in expressive products of the culture
     8.Understands formal and informal usage in written and spoken language and in expressive products of the culture
 Standard 3.  Presents information, concepts, and ideas to an audience of listeners or readers on a variety of topics
  Level III (Grade 5-8)
   Benchmark 5.Summarizes the plot and provides brief descriptions of characters in selected poems, short stories, folk tales, and anecdotes
    Knowledge/skill statements
     1.Summarizes the plot in selected poems
     2.Summarizes the plot in selected short stories
     3.Summarizes the plot in selected folk tales
     4.Summarizes the plot in selected anecdotes
     5.Describes the characters in selected poems
     6.Describes the characters in selected short stories
     7.Describes the characters in selected folk tales
     8.Describes the characters in selected anecdotes

Language Arts

 Standard 5.  Uses the general skills and strategies of the reading process
  Level I (Grade K-2)
   Benchmark 2.Uses meaning clues (e.g., picture captions, illustrations, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)
    Knowledge/skill statements
     1.Uses meaning clues to aid comprehension about content
     2.Uses meaning clues to make predictions about content
     3.Uses meaning clues to aid comprehension about action
     4.Uses meaning clues to make predictions about actions
     5.Uses meaning clues to aid comprehension about events
     6.Uses meaning clues to make predictions about events
     7.Uses meaning clues to aid comprehension about a character’s behavior
     8.Uses meaning clues to make predictions about a character’s behavior
     9.Uses pictures to aid comprehension about content in grades K-2 texts
     10.Uses pictures to make predictions about content
     11.Uses pictures to aid comprehension about action
     12.Uses pictures to make predictions about action
     13.Uses pictures to aid comprehension about events
     14.Uses pictures to make predictions about events
     15.Uses pictures to aid comprehension about a character’s behavior
     16.Uses pictures to make predictions about a character’s behavior
     17.Uses picture captions to aid comprehension about content
     18.Uses picture captions to make predictions about content
     19.Uses picture captions to aid comprehension about action
     20.Uses picture captions to make predictions about action
     21.Uses picture captions to aid comprehension about events
     22.Uses picture captions to make predictions about events
     23.Uses picture captions to aid comprehension about a character’s behavior
     24.Uses picture captions to make predictions about a character’s behavior
     25.Uses the title to aid comprehension about content
     26.Uses the title to make predictions about content
     27.Uses the title to make predictions about the action
     28.Uses the title to aid comprehension about the action
     29.Uses the title to aid comprehension about events
     30.Uses the title to make predictions about events
     31.Uses the title to aid comprehension about a character’s behavior
     32.Uses the title to make predictions about a character’s behavior
     33.Uses the cover to aid comprehension about content
     34.Uses the cover to make predictions about content
     35.Uses the cover to aid comprehension about action
     36.Uses the cover to make predictions about action
     37.Uses the cover to aid comprehension about events
     38.Uses the cover to make predictions about events
     39.Uses the cover to aid comprehension about a character’s behavior
     40.Uses the cover to make predictions about a character’s behavior
     41.Uses headings to aid comprehension about content
     42.Uses headings to make predictions about content
     43.Uses headings to aid comprehension about action
     44.Uses headings to make predictions about action
     45.Uses headings to aid comprehension about events
     46.Uses headings to make predictions about events
     47.Uses headings to aid comprehension about a character’s behavior
     48.Uses headings to make predictions about a character’s behavior
     49.Uses story structure to aid comprehension about content
     50.Uses story structure to make predictions about content
     51.Uses story structure to aid comprehension about action
     52.Uses story structure to make predictions about action
     53.Uses story structure to aid comprehension about events
     54.Uses story structure to make predictions about events
     55.Uses story structure to aid comprehension about a character’s behavior
     56.Uses story structure to make predictions about a character’s behavior
     57.Uses story topic to aid comprehension about content
     58.Uses story topic to make predictions about content
     59.Uses story topic to aid comprehension about action
     60.Uses story topic to make predictions about action
     61.Uses story topic to aid comprehension about events
     62.Uses story topic to make predictions about events
     63.Uses story topic to aid comprehension about a character’s behavior
     64.Uses story topic to make predictions about a character’s behavior
  Level II (Grade 3-5)
   Benchmark 3.Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues)
    Knowledge/skill statements
     1.Makes predictions about what is found in the text
     2.Confirms predictions about what is found in the text
     3.Revises predictions about what is found in the text
     4.Uses prior knowledge to make predictions
     5.Uses ideas presented in text to make predictions
     6.Uses illustrations to make predictions
     7.Uses titles to make predictions
     8.Uses topic sentences to make predictions
     9.Uses key words to make predictions
     10.Uses foreshadowing clues to make predictions
   Benchmark 10.Understands the author’s purpose (e.g., to persuade, to inform) or point of view
    Knowledge/skill statements
     1.Knows when an author’s purpose is to persuade
     2.Knows when an author’s purpose is to inform
     3.Understands an author’s point of view
  Level III (Grade 6-8)
   Benchmark 5.Understands specific devices an author uses to accomplish his or her purpose (e.g., persuasive techniques, style, word choice, language structure)
    Knowledge/skill statements
     1.Understands an author uses persuasive techniques to accomplish his or her purpose
     2.Understands an author uses a certain style to accomplish his or her purpose
     4.Understands an author uses language structure to accomplish his or her purpose
  Level IV (Grade 9-12)
   Benchmark 4.Understands writing techniques used to influence the reader and accomplish an author’s purpose (e.g., organizational patterns, figures of speech, tone, literary and technical language, formal and informal language, narrative perspective, rhetoric, refinement of key terms)
    Knowledge/skill statements
     1.Understands writing techniques used to influence the reader
     2.Understands writing techniques used to accomplish the author’s purpose
     3.Understands how the author uses organizational patterns, such as cause-and-effect or chronological order
     4.Understands how the author uses figures of speech
     5.Understands how the author uses tone
     6.Understands how the author uses literary language
     7.Understands how the author uses technical language
     8.Understands how the author uses formal language
     9.Understands how the author uses informal language
     10.Understands how the author uses narrative perspective
     11.Understands how the author uses rhetoric
     12.Understands how the author refines key terms
   Benchmark 6.Understands the philosophical assumptions and basic beliefs underlying an author’s work (e.g., point of view, attitude, and values conveyed by specific language; clarity and consistency of political assumptions)
    Knowledge/skill statements
     1.Understands the philosophical assumptions underlying an author’s work
     2.Understands the beliefs underlying an author’s work
     3.Understands the point of view underlying an author’s work
     4.Understands an author’s attitude
     5.Understands an author’s values as conveyed by language
     6.Understands whether an author’s political assumptions are clear
     7.Understands whether an author’s political assumptions are consistent
 Standard 6.  Uses skills and strategies to read a variety of literary texts
  Level IV (Grade 9-12)
   Benchmark 8.Understands relationships between literature and its historical period, culture, and society (e.g., influence of historical context on form, style, and point of view; influence of literature on political events; social influences on author’s description of characters, plot, and setting; how writer’s represent and reveal their cultures and traditions)
    Knowledge/skill statements
     1.Understands relationships between literature and historical period
     2.Understands relationships between literature and culture
     3.Understands relationships between literature and society
     4.Understands influence of historical context on form
     5.Understands influence of historical context on point of view
     6.Understands influence of historical context on style
     7.Understands influence of literature on political events
     8.Understands social influences on author’s description of characters
     9.Understands social influences on author’s description of setting
     10.Understands social influences on author’s description of plot
     11.Understands how writers represent their cultures
     12.Understands how writers represent their traditions
     13.Understands how writers reveal their cultures
     14.Understands how writers reveal their traditions
 Standard 7.  Uses skills and strategies to read a variety of informational texts
  Level I (Grade K-2)
   Benchmark 2.Understands the main idea and supporting details of simple expository information
    Knowledge/skill statements
     1.Understands main idea of expository information
     2.Understands supporting details of expository information
  Level II (Grade 3-5)
   Benchmark 7.Understands structural patterns or organization in informational texts (e.g., chronological, logical, or sequential order; compare-and-contrast; cause-and-effect; proposition and support)
    Knowledge/skill statements
     1.Understands structural patterns in informational text
     2.Understands the organization of informational text
     3.Understands the use of chronological order in informational texts
     4.Understands the use of logical order in informational texts
     5.Understands the use of sequential order in informational texts
     6.Understands the use of compare-and-contrast in informational texts
     7.Understands the use of cause-and-effect in informational texts
     8.Understands the use of proposition and support patterns in informational texts
  Level III (Grade 6-8)
   Benchmark 4.Uses new information to adjust and extend personal knowledge base
    Knowledge/skill statements
     1.Understands that new information may change personal knowledge of a topic
   Benchmark 5.Draws conclusions and makes inferences based on explicit and implicit information in texts
    Knowledge/skill statements
     1.Draws conclusions based on explicit information in texts
     2.Draws conclusions based on implicit information in texts
     3.Makes inferences based on explicit information in texts
     4.Makes inferences based on implicit information in texts
   Benchmark 6.Understand the evidence used to support an assertion in informational texts (e.g., differentiates between fact and opinion).
    Knowledge/skill statements
     1.Understands facts in reading selection
     2.Understands opinions in reading selection
  Level IV (Grade 9-12)
   Benchmark 5.Uses text features and elements to support inferences and generalizations about information (e.g., vocabulary, language use, expository structure, format, arguments and evidence, omissions or ambiguities)
    Knowledge/skill statements
     1.Uses text features to support inferences about information
     2.Uses text elements to support inferences about information
     3.Uses text features to support generalizations about information
     4.Uses text elements to support generalizations about information
     5.Uses vocabulary to support inferences and generalizations
     6.Uses language from text to support inferences and generalizations
     7.Uses expository structure to support inferences and generalizations
     8.Uses text format to support inferences and generalizations
     9.Uses arguments from text to support inferences and generalizations
     10.Uses evidence to support inferences and generalizations
     11.Uses omissions to support inferences and generalizations about information
     12.Uses ambiguities to support inferences and generalizations about information