Prentice Hall Literature: Timeless Voices, Timeless Themes, Gold Level 2005 Correlated to: Washington Reading Grade Level Expectations (Grades 9-10)

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1 Prentice Hall Literature: Timeless Voices, Timeless Themes, Gold Level 2005 Washington Reading Grade Level Expectations (Grades 9-10) READING GRADES 9 10 EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidences of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade-levels. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text Apply strategies to comprehend words and ideas. Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. Use graphic features to clarify and extend meaning. SE/TE: Context clues, 3, 17, 37, 46, Reading for Information, 394, 397, 520, 893 TR: Selection Support Workbook, 5, 7, 21, 23 TECH: Reading Transparencies, 4 SE/TE: Breaking Down Sentences, 3, 5, 13, Context clues, 17, 41, 90, 149 TR: Selection Support Workbook, 3, 9, 11 TECH: Reading Transparencies, 4, 6 Component 1.3 Build vocabulary through wide reading Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities (e.g., salon as a historical reference to political gatherings as opposed to a beauty salon), into written and oral communication. Explain the meaning of content-specific vocabulary words (e.g., regeneration, isolationism, emancipation, polarized). Select, from multiple choices, the meaning of a word identified in the text. SE/TE: Clarify Word Meanings, 38, 84, 254, 550, Context, 843, 1019 TE: Vocabulary Development, 165, 254, 378 TR: Selection Support Workbook, 5, 9, 13, 57, 225 SE/TE: Context, 118, 128, 184, Word Origins, 274, 642, 1019 TE: Vocabulary Development, 180, 378 TR: Selection Support Workbook, 21, 23, 37, 157 SE/TE: Multiple meanings, 14, 84, 138, 270, 274, 288, TR: Selection Support Workbook, 45 1

2 Transfer knowledge of vocabulary learned in content areas to comprehend other grade-level informational/expository text and literary/narrative text (e.g., the concept of parallel in mathematics to understand parallelism). SE/TE: Word meanings, 14, 18, Context, 128, 184, 234, 550 TE: Vocabulary Development 46, 165, 180 EALR 2: The student understands the meaning of what is read. Component 2.1 Demonstrate evidence of reading comprehension Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. State the theme/message and supporting details in culturally relevant literary/narrative text. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. best states the theme or main idea of a story, poem, or selection. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. SE/TE: Key Details, 3, 95, 117, Main idea, 31, 137, 443, 455, 633, 673, 691 TR: Selection Support Workbook, 119, 163 TECH: Reading Transparencies, 13, 60, 83 SE/TE: Theme, 227, 233, 325, 331, 319, 607, 621 TE: Theme 232 TECH: Reading Transparencies, 27, 41, 78 SE/TE: Analyzing Document Structure and Format, 196, 199, Text Aids, 731, 769, 772, 783, 792, Visuals as a Key to meaning, 695, 705 TECH: Reading Transparencies, 91 SE/TE: Theme, 227, 233, 325, 331, 519, 607, 621 TE: Theme, 232 SE/TE: Theme, 233, 331, 621, Organizing main ideas and details, 45, 142, 455, 673 TECH: Reading Transparencies, Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge. Use previous experience, knowledge of current issues, information previously learned to make connections, draw conclusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy from one text to another). SE/TE: Related to Personal Experience, 245, 253, 281, Making Inferences, 287, 315, 521, Drawing Conclusions, 607, 621 TR: Selection Support Workbook, 67, 79, 156 TECH: Reading Transparencies, 34, 39,

3 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences. Make inferences based on implicit and explicit information drawn from prior knowledge and text; provide justification for inferences. Make predictions and inferences about an author s beliefs and cite text-based evidence to support prediction/inference (e.g., find text passages that support an inference that the author advocates economic change). Read several accounts of the same event and make inferences about the impact each would have on the reader (e.g., discuss the emotional impact of a journal entry by a soldier s parent, a letter from a Union or Confederate soldier, and a newspaper article describing a Civil War battle). Select, from multiple choices, a prediction, inference, or assumption that could be made from the text. Organize information to support a prediction or inference in a self-created graphic organizer. SE/TE: Making Inferences, 287, 315, 318, 321, 569 TR: Selection Support Workbook, 67, 79, 156 TECH: Reading Transparencies, 34, 73 SE/TE: Making Inferences, 315, 318, 569, Making predictions, 3, 49, 51, 74, 213, 223 TR: Selection Support Workbook, 79, 147 TECH: Reading Transparencies, 39, 73 SE/TE: Response to Text, 90, 93, Relate to personal experience, 245, 253, 281, Making inferences, 287, 315, 521, Predicting consequences of actions, 177, 180, 183 SE/TE: Making Inferences, 287, 318, 569, Making predictions, 53, 59, 70, 149, 213, 549 TR: Selection Support Workbook, 147, 195 TECH: Reading Transparencies, 73, 74 SE/TE: Organizing predictions, 49, 83, 213, 539, 844, Organizing Inferences, 245, 315, 569,585 TECH: Reading Transparencies, 26, Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Monitor for meaning and use comprehensionrepair strategies to regain meaning independently. Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers. SE/TE: Comprehension strategies, 3, Establishing a purpose, 155, 159, Interpreting meaning, 325, 326, 329, 330, 331 TR: Selection Support Workbook, 83 TECH: Literary Analysis Reading Transparencies, 83 SE/TE: Generating questions, 149, 187, 191, 192, 193, Asking questions, 521, 523, 525, 531 TR: Selection Support Workbook, 43, 135 TECH: Reading Transparencies, 21, 67 Use mental imagery while reading. SE/TE: Forming mental images, 227, 231, 233, Using your senses, 121, 127, 521, 589, 598, 603, 895 TR: Selection Support Workbook, 55, 151 TECH: Reading Transparencies, 12, 28, 75 3

4 Organize images and information into a selfcreated graphic organizer to enhance text comprehension. SE/TE: Organizing mental images, 227, 231, 233, 913, 916, 919, 921 TR: Selection Support Workbook, 55, 212 TECH: Reading Transparencies, 28, Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize the text. Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoid interpretation or judgment; use an organizational pattern that supports the author s intent. Create a literary summary that includes an introduction stating the theme and/or author s message supported by text-based evidence; use own words in an objective voice; is accurate to the original text. best summarizes the text. Organize summary information for informational/expository text, technical materials, and complex narratives into a selfcreated graphic organizer to enhance text comprehension. SE/TE: Summarizing, 41, 45, 977, 1020, Analyzing document structure and format, 196, 199, Find the writer s min points and support, 633, 673, 675, 684, Literal comprehension strategies, 3 TR: Selection Support workbook, 11, 163, 164, 231 TECH: Reading Transparencies, 6 41, 58 SE/TE: Summarizing, 3 41, 44, 45, 977, 1020, 1029, Theme, 325, 331, 519, 607, Author s purpose, 163, 168, 445, 451 TR: Selection Support Workbook, 11, 83, 115 TECH: Reading Transparencies 6, 41, 58 SE/TE: Summarizing, 3, 41, 44, 45, 977, 1025, 1027, 1028, 1029 TR: Selection Support Workbook, 11 TECH: Reading Transparencies, 6 SE/TE: Organizing summaries, 41, 45, 977, 1027, Analyzing document structure and format, 196, 199 Component 2.2 Understand and apply knowledge of text components to comprehend text Apply understanding of complex organizational features of printed text and electronic sources. Use text features to verify, support, or clarify meaning. Use the features of electronic information to communicate, gain information, or research a topic. SE/TE: Analyzing document structure and format, 196, 199, Text aids, 731, 769, 772, 779, 780, 783, Visuals as a key to meaning, 695, 705 SE/TE: Researching a website, 259, Business documents, 196, Using the internet for research, R28-R29, Researching product, 537, Career connections, 374, 664, 702, 958 4

5 2.2.3 Analyze story elements. Interpret the interdependence and interaction of characters, theme, setting, conflict, and resolution (e.g., in a short story, novel, epic poem). Compare/contrast how recurring themes are treated by diverse authors or in different genres. Select, from multiple choices, a word or sentence that best describes a specific story element (e.g., character, conflict, resolution). SE/TE: Characterization, 95, 106, 117, 572, Theme, 325, 331, 607, 609, Setting, 201, 455, Conflict and Resolution, 17, 37, 303, 979 TR: Selection Support Workbook, 17, 47, 83 SE/TE: Compare and Contrast: 1061, Theme, 227, 233, 325, 331, 607, 709, 612, 621 TECH: Reading Transparencies, 27, 41, 78 SE/TE: Characters, 521, 769, 772, 773, 774, 776, 777, conflict, 17, 30, 32, 303 TR: Selection Support Workbook, 7, 76, 183 TECH: Literary and Reading Transparencies, 3, 38, Apply understanding of text organizational structures. Recognize and use previously taught organizational structures (description, comparison and contrast, sequential order, chronological order, cause and effect, order of importance, process/procedural, concept/definition, problem/solution, episodic, and generalization/principle) to aid comprehension. Independently apply understanding of text structure to the acquisition, organization, and application of information. SE/TE: Description, 5, 13, 635, Comparison and contrast,, 1051, 1061, cause and effect, 303, 305, 311, 439, generalization, 247, 249, 253, 517 TR: Selection Support Workbook, 3, 76, 235 TECH: Reading Transparencies, 37, 80 SE/TE: Analyzing document structure, 196, 199, Text aids, 731, 769, 772, 780, 788, 792, Visuals as key to meaning, 695, 705 TR: Selection Support Workbook, 171, 183 TECH: Literary Analysis, 85, 91 Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. Compare conclusions drawn from multiple sources to determine similarities and differences. Integrate information from multiple sources to draw conclusions that go beyond those found in individual sources. SE/TE: Compare and contrast, 36, 42, 169, 286, 298, 462, 977, 1051, Draw conclusions, 291, 297 TR: Selection Support Workbook, 235 TECH: Literary Analysis Transparencies, 39 SE/TE: Draw conclusions, 291, 293, 297, 299, 521, 607, 610, 611, 615, 621 TR: Selection Support Workbook, 156 TECH: Reading Transparencies, 77 5

6 describes how a character s feelings compare to those of the author/poet about the same subject. Use literary themes within and across texts to interpret current issues, events, and/or how they relate to self. Examine how an action leads to long-lasting effects (e.g., environmental, economic, and/or political impact of off-shore drilling or strip mining; socioeconomic and psychological makeup of African-American individuals, families, and communities as a result of slavery). SE/TE: Characters: 521, 769, 772, 773, 774, 776, Author s purpose, 163, 168, 172, 173, 445, 459 TR: Selection Support Workbook, 37, 115, 181 TECH: Literary Analysis Transparencies, 18, 92, 158 SE/TE: Literary themes, 227, 232, 233, 325, 331, 519, 607, 609, 610, 612 TR: Selection Support Workbook, 55, 83, 156 TECH: Literary Transparencies, 27, 41, 78 SE/TE: Comparing Literary works, 49, 261, 325, 385, 411, 539, Technological world, 534, Nature s furry, 86, Perspectives of aging 950, Voices of peace, 167 TR: Selection Support Workbook, 83, 100 TECH: Interest Grabber Video, Tape Evaluate informational materials, including electronic sources, for effectiveness. Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (e.g., editorials), and support the decision. SE/TE: Evaluating credibility of sources, 256, 259, Analyzing documents structure and format, 196, 199, Analyzing the purpose of product information, 480, 483, Appeal through expertise, 535, Evaluate the use of literary devices to enhance comprehension. Judge the effectiveness of the author s use of literary devices and explain how they are used to convey meaning. Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. SE/TE: Interpreting meaning, 325, 326, 329, Picturing the imagery, 913, 916, 919, Figurative language, 187, 189, 193, 891, 903, 909 TECH: Literary Analysis Transparencies, 22, 41 SE/TE: Interpreting meaning, 326, 329, Figurative language, 187, 189, 193, 891, 903, 909 TECH: Literary Analysis Transparencies, 22, Synthesize information from a variety of sources. Integrate information from different sources to research and complete a project. Integrate information from different sources to form conclusions about author s assumptions, biases, credibility, cultural and social perspectives, or world views. SE/TE: Research project, 47, 211, 235, 433, 511, 605, 721, 923, 963 SE/TE: Evaluating the author s purpose, 644, 647, Evaluating a writer s message, 503, 509, Recognizing a poet s purpose, 443, 471, 475, 476, 477, Analyzing bias, 1066,

7 Component 2.4 Think critically and analyze author s use of language, style, purpose, and perspective in literary and informational text Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection). Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. SE/TE: Draw conclusions, 36, 44, 123, 136, 158, 189, 192, 285, 376, 462, 505 SE/TE: Draw conclusions, 82, 165, 171, 192, 222, 232, 330, 462, Analyze author s purpose and evaluate an author s style of writing to influence different audiences. Compare and contrast selected author s styles of writing to achieve a similar purpose. Draw conclusions about style, tone, mood, meaning of prose, poetry, and/or drama based on the author s word choice and use of figurative language. Explain why an author uses particular language to create an intended effect (e.g., foreign words, dialect, connotative words, irony, rhetorical devices, simile, and metaphor), citing text-based evidence. explains why an author includes a specific technique. Examine the author s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences. Judge the effectiveness of the author s use of language to create an intended effect. SE/TE: An author s style, 244, 520, 892, Recognizing bias, 445, 479, 551, Situational humor, 343, 367, 368 SE/TE: Author s style, 244, 520, 892, Tone, 163, 173, 503, 506, Mood, 5, 8, 13, Prose, 521, Poetry, 891, 939 TR: Selection Support Workbook, 37, 131 TECH: Reading Transparencies, 18, 65, 66 SE/TE: Connotation, 903, 909, Irony, 281, 283, 284, 357, 359, 363, Simile, 895, 899, 903, 909, metaphor, 903, 909 TR: Selection Support Workbook, 67, 91, 207 TECH: Reading Transparencies, 34, 46, 104 SE/TE: Author s purpose, 163, 168, 172, 173, 445, 449, 451, Evaluating author s purpose, 644, 647 SE/TE: Evaluating author s purpose, 644, 647, Evaluating a writer s message, 503, 509, Identifying a target audience s purpose, 964, 967, Recognizing a poet s purpose, 443, 471, 475, 476, 477 SE/TE: Recognizing a writer s bias, 445, 449, 451, Evaluating author s purpose, 644, 647, Recognizing author s point of view, 629, Evaluating a writer s message, 503, 509 TR: Selection Support Workbook, 115, 131 TECH: Reading Transparencies, 58, 66 7

8 2.4.3 Analyze and evaluate text for validity and accuracy. Compare and contrast the logic (assumptions and beliefs) and use of evidence (existing and missing information; primary sources and secondary sources) used by two authors presenting similar or opposing arguments (e.g., articles by two political columnists that address the same issue). Judge the accuracy of the information in a text, citing text-based evidence, author s use of expert authority, author s credibility to defend the evaluation. SE/TE: Evaluating credibility of sources, 256, 259, Compare and Contrast, 129, 169, 968, 1063 TECH: Reading Transparencies, SE/TE: Evaluating credibility of sources, 256, 259, dentifying relevant details 443, 455, 459, 460, 463, Evaluating author s purpose, 644, Analyze and evaluate the effectiveness of the author s use of persuasive devices to influence an audience. Identify the intended effects of persuasive vocabulary (e.g., loaded words, exaggeration, emotional words, euphemisms) that the author uses to influence readers opinions or actions. explains why an author uses a specific persuasive device. Identify the intended effects of persuasive strategies the author uses to influence readers perspectives (e.g., peer pressure, bandwagon, repetition, testimonial, transfer). SE/TE: Persuasive tone, 211, 338, persuasive appeal, 485, 493, 496, 499 TR: Selection Support Workbook, 127 TECH: Literary Analysis Transparencies, 63 SE/TE: Persuasive devices, 211, 338, 485, 489, 493, 496, 499, 631, 649, 669 SE/TE: Persuasive tone, 211, 238, persuasive appeal, 485, 489, 493, 496, 499, Analyze text to generalize, express insight, or respond by connecting to other texts or situations. Generalize about universal themes, human nature, cultural or historical perspectives, etc., from reading multiple texts. represents a generalization that can be made from the story/poem/selection. Provide a response to text that expresses an insight (e.g., author s perspective, the nature of conflict) or use text-based information to solve a problem not identified in the text (e.g., use information from a variety of sources to write an editorial or make a presentation about world health issues). SE/TE: Generalizations, 82, 473, 508, 576, 668, Universal Themes, 325, 331, 607 TR: Selection Support Workbook, 156 TECH: Reading Transparencies, 78 SE/TE: Generalizations, 82, 116, 172, 247, 249, 253, 320, 473, 508, 576 SE/TE: Author s purpose, 163, 172, 709, 711, 715, 717, Evaluating the author s purpose, 644, 647, conflict, 32, 303, 979 TR: Selection Support Workbook, 115 TECH: Expository Writing Transparency, 57, author s purpose, 87 8

9 2.4.6 Analyze and evaluate the presentation and development of ideas and concepts within, among, and beyond multiple texts. Differentiate how a concept is presented and/or developed in and beyond texts (e.g., the role fear plays in war, prejudice, relationships, personal safety). Compare the development of an idea or concept in multiple texts; decide which is best presented and developed and support the decision with text-based evidence. describes the most important idea, concept, or conclusion that can be drawn from the selection. SE/TE: Analyzing document structure, 196, 199, Evaluating credibility of sources, 256, 259, Evaluating the writer s message, 508, Recognizing writer s bias, 445, 449, 451 TR: Selection Support Workbook, 115 TECH: Reading Transparencies, 57, 58, Interest Grabber Video Tape 3 SE/TE: Identifying support for response, 90, 93, Evaluating credibility of sources, 256, 259, Relevant details, 4555, 459, 460, 463, Responding, 149, 163, 166, 169, 170, 173 TR: Selection Support Workbook, 37 TECH: Reading Transparencies, 117, 118 SE/TE: Finding key details, 95, 98, 100, 102, 107, 115, 117, Identifying a target audience purpose, 964, Analyze and evaluate the reasoning and ideas underlying author s beliefs and assumptions within multiple texts. Analyze literary/narrative text and informational/expository text to show how they reflect the heritage, traditions, and beliefs of the author. Compare and contrast readings on the same topics by explaining how the authors reach the same or different conclusions based on differences and similarities in evidence, reasoning, assumptions, purposes, beliefs, and biases. describes the reasoning of a character or an author, both faulty and logical. Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence. SE/TE: Analyze literary text, 95, 117, 131, Determining the author s purpose, 709, 711, 715, 717, 719 TE: Analyze 34, 103, 151 TR: Selection Support Workbook, 176 SE/TE: Compare and contrast, 36, 56, 178, 298, 352, Recognizing a writer s bias, 445, 449, 451, Finding the writer s main points and support, 633, 673, 684 TECH: Reading Transparencies, 58 SE/TE: Character s motive, 860, 862, 863, 864, 865, 866, 869, 871, 875 TR: Selection Support Workbook, 199 TECH: Interest Grabber Video, Tape 4 SE/TE: Identifying support for response, 90, 93, Generalizations and evidence, 247, 249, 253 TR: Selection Support Workbook, 60 TECH: Reading Transparencies, 29 9

10 EALR 3: The student reads different materials for a variety of purposes. Component 3.1 Read to learn new information Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions. Examine materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue (e.g., encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, oral records, research summaries, scientific and trade journals). SE/TE: Analyzing document structure and format, 196, 199, Analyzing the purpose of product information, 480, 483, Evaluating Credibility of sources, 256, 259, News article, 409, Research, 47, 211, 235, 721 Component 3.2 Read to perform a task Apply understanding of complex information, including functional documents, to perform a task. Read instructions, credit card or job applications, legal documents such as contracts, policies, and timetables, to perform everyday life functions (e.g., find employment, research colleges or trade schools, purchase goods and services, take vacations, locate people and places). SE/TE: Analyzing the purpose of product information, 480, 483, Read for information, 2, 148, 244, 342, 442, 520, 622, 730, Reading nonfiction, 633 Component 3.3 Read for career applications Apply appropriate reading strategies for interpreting technical and non-technical documents used in jobrelated settings. Select, use, monitor, and adjust appropriate strategies for different reading purposes (e.g., skim/scan for big ideas, close reading for details, inferring information from graphs and charts). Read professional-level materials, including electronic information, that match career or academic interests and demonstrate understanding of the content. Select and use appropriate skills for reading a variety of documents (e.g., tables, blueprints, electronic technology manuals, bills of lading, medical charts, mechanical manuals). SE/TE: Skimming, 880, 883, Using visuals as a key to meaning, 695, 705, Relevant details, 455, 459, 460, 463 SE/TE: Read for information, 2, 148, 244, 342, 442, 520, Reading informational materials, 535, Researching a website, 259, Real World connection, 141, 237, 335, 435, 625 SE/TE: Read for information, 2, 148, 244, 342, 632, 730, 976, Analyzing the purpose of product information, 480, 483, appeal through expertise, 535,

11 Component 3.4 Read for literary experience in a variety of genres Evaluate traditional and contemporary literature written in a variety of genres. Critique author s choice of literary genres to convey a message. Explain how meaning is enhanced through various features of poetry, including sound (rhythm, repetition, alliteration), structure (meter, rhyme scheme), and graphic elements (line length, punctuation, word placement). SE/TE: Reading blank verse, 731, 794, 800, drama, 731, Fiction, 521, Nonfiction, 633, Dramatic poetry, 891, 939, 940, 941 TR: Selection Support Workbook, 188, 219, 220 TECH: Reading Transparencies, 93, 110, Interest Grabber Video, Tape 5 SE/TE: Poetry, IN1, R18, dramatic, 891, 939, 940, 941, 945, rhyme, 925, 935 TR: Selection Support Workbook, 219, 220 TECH: Reading Transparency, Analyze recurring themes in literature. Compare motivations and reactions of literary characters from different historical/cultural backgrounds when confronting similar conflicts. Characterize the presentation of a similar theme or topic across genres and explain how the selection of genre shapes the theme or topic. SE/TE: Making inferences, about characters, 315, 318, 321, character s motive, 860, 862, 863, 864, 865, Conflict, 37, 303, 311, 979 TR: Selection Support Workbook, 76, 228 TECH: Reading Transparencies, 38, 39, SE/TE: Theme, 325, 331, 519, 607, 609, Universal Themes, R14, Poetry, Theme, 227, 232, Short story, IN3 TR: Selection Support Workbook, 85 TECH: Reading Transparency, 27, Interest Grabber Video, Tape Analyze and evaluate the great literary works from a variety of cultures to determine their contribution to the understanding of self, others, and the world. Examine the ways in which works of literature are related to the issues and themes of their historical periods (e.g., the Gold Rush, civil rights movement, post-world War II Europe). Critique the contribution to society made by traditional, classic, and/or contemporary works of literature that deal with similar topics and problems (e.g., individual needs vs. needs of society, community maintenance, civil disobedience, humanity s relationship with nature). SE/TE: Response to text, 90, 93, Making inferences, 287, 315, 521, Evaluating a writer s message, 503, 509 SE/TE: Comparing Literary works/connecting literary elements, 5, 17, 49, 95, 131, 151, 261, 419, 503, Literature in context, 749, Emancipation Proclamation, 156 TR: Selection Support Workbook, 15, 19, TECH: Interest Video, Tape 1, Reading Transparency, 15 11

12 EALR 4: The student sets goals and evaluates progress to improve reading. Component 4.1 Assess reading strengths and need for improvement Evaluate reading progress and apply goal setting strategies and monitor progress toward meeting reading goals. Set goals for reading and develop a reading improvement plan. Track reading progress through the use of such tools as portfolios, reflection journals, self-scoring rubrics. SE/TE: Read for information, 2, 148, 244, 342, 442, 520, Read for the love of literature, 632, 730, 892, 976 SE/TE: Journals entries, 289, 333, 567, 763, Summary, 433, Recording details, 313 Component 4.2 Develop interests and share reading experiences Evaluate books and authors to share reading experiences with others. Discuss responses to literary experiences and/or ideas gleaned from informational/expository text with others SE/TE: Responding, 149, 163, 166, 169, 170, 173, Analyzing types of argument, 338, Presenting an oral response to Literature, 888 TR: Selection Support Workbook, 37 TECH: Reading Transparency, 17 Reference: 12