Big Idea: Developing an Initial Understanding (Reading)Developing an initial understanding of text requires readers to consider the text as a whole or in a broader
perspective. Texts (including multicultural texts) encompass literary and informational texts (expository,
persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding
of print texts can also be applied to non-print texts (e.g., digital, environmental).
Academic Expectations
1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer
reference programs and research tools.
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.
High School Enduring Knowledge – Understandings
Students will understand that
•	reading a wide range of print and non-print texts builds an understanding of texts, of themselves,
	and of different cultures.
•	different purposes to read include reading to acquire new information and reading for personal
	fulfillment. Among these texts are plays, fiction and non-fiction, classic and contemporary works,
	and foundational U.S. documents.
•	the use of comprehension strategies enhances understanding of text.
•	different types of texts place different demands on the reader. Understanding text features and
	structures, and characteristics associated with different genres (including print and non-print)
	facilitate the reader’s ability to make meaning of the text.

Big Idea: Developing an Initial Understanding (Reading) – Continued
Grades 9 & 10 Skills and Concepts
Students will
•	use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and
	inferential questions, constructing sensory images, locating and using text features) while
	reading, listening to, or viewing literary and informational texts
•	use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support,
	description, classification, logical/sequential) to aid in comprehension
•	explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words,
	connotation, denotation)
•	paraphrase and summarize information from texts of various lengths; distinguish between a
	summary and a critique
•	make text-based inferences; state generalizations; draw conclusions based on what is read
•	demonstrate understanding of literary elements and literary passages/texts:
	o identify characteristics of different types of literary texts (e.g., short stories, poems, novels,
	adventure myths, dramas)
	o explain the main ideas of a passage and identify the key ideas or information that support them
•	demonstrate understanding of informational passages/texts:
	o locate key ideas, information, facts or details
	o use information from text to state and support central/main idea
	o use information from texts to accomplish a specific task or answer questions
	o use text features and visual information (e.g., maps, graphs, timelines, diagrams) to
	understand texts