Big Idea: Interpreting Text (Reading)Interpreting text requires readers to extend their initial impressions of the text to develop a more complete
understanding of what is read. This involves linking information across parts of a text, as well as focusing
on specific information. Texts (including multicultural texts) encompass literary and informational texts
(expository, persuasive, and procedural texts and documents). Strategies for interpreting 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
•	interpretations of text involve linking information across parts of a text and determining
	importance of the information presented.
•	references from texts provide evidence to support conclusions, the information presented, or the
	author’s perspective.
•	authors make intentional choices that are designed to produce a desired effect on the reader.

Big Idea: Interpreting Text (Reading) – Continued
Grades 9 & 10 Skills and Concepts
Students will
•	use comprehension strategies while reading, listening to, or viewing literary and informational
	texts
•	use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and
	support, description, classification, logical/sequential) to aid comprehension
•	use text references to explain author’s purpose, author’s message or theme, or supporting
	evidence
•	organize ideas to show understanding of central ideas and interrelationships (e.g., charting,
	mapping, graphic organizers, outlining)
•	demonstrate understanding of literary elements and literary passages/texts:
	o analyze the use of supporting details as they relate to the author’s message
	o analyze the relationship between a character’s motivation and behavior, as revealed by the
	dilemmas
	o explain or analyze how external or internal conflicts are resolved
	o explain author’s craft (e.g., rhyme scheme, description, symbolism, foreshadowing,
	flashbacks) as appropriate to genre
•	demonstrate understanding of informational passages/texts:
	o identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal,
	repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer,
	personal attack)
	o explain the purpose of text features in different types of informational texts (e.g., periodicals,
	newspapers, online texts, public documents/public discourse, essays, editorials, textbooks,
	technical manuals/reports, Internet websites, electronic media)
	o use evidence from the text to state the central ideas and details that support them; analyze
	the importance and relevance of details used in a text
	o use text references to support conclusions about what is read; for example, an author’s
	opinion about a subject
	o understand cause-effect inferences
	o explain the appropriateness of an argument for an intended audience
	o accept or reject an argument based on evidence
	o distinguish between facts and opinions found in texts