Oregon English Language Proficiency Standards READING GRADE 9 DECODING AND WORD RECOGNITION 1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t
p Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language i r
c minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
l general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative e
v familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students e
L sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i c
i verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Reads aloud simple words Reads simple paragraphs and Uses decoding skills and Reads increasingly complex Uses decoding skills and Read at an presented in literature and passages independently; knowledge of vocabulary, both narrative and expository texts knowledge of academic and independent and content area texts; demonstrates comprehension academic and social, to read aloud with appropriate pacing, social vocabulary to achieve instructional reading demonstrates by using simple phrases or independently on familiar topics. intonation and expression. independent reading of level appropriate to comprehension by using sentence responses. Uses decoding skills and complex and unfamiliar grade level. 1-2 words or simple knowledge of vocabulary, topics. sentence responses. both academic and social, to read independently on increasingly complex and unfamiliar topics with teacher support.
Read. Gr. 9 Page 1 of 23 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e
D general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative
l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v
e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate y
c Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied n
e verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i c
i in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use f
o two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal r
P expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Listens to, reads and Listens to, reads and retells Listens to, reads and outlines text Listens to, reads and Listens to, reads, and Listen to, read, and retells simple stories from simple stories from a variety from a variety of informational and summarizes text from a understands text from a understand a wide a variety of informational of informational and narrative narrative text including literature, variety of informational and wide variety of variety of and narrative texts using text including literature, magazines, newspapers, reference narrative text including informational and narrative informational and drawings, words, or magazines, newspapers, and materials, and online information literature, poetry, magazines, text, including classic and narrative text, phrases. online information using using simple sentences. newspapers, reference contemporary literature, including classic and simple sentences or visuals. materials, and online poetry, magazines, contemporary information using more newspapers, reference literature, poetry, complex sentences. materials, and online magazines, information with teacher newspapers, reference support. materials, and online information.
Read. Gr. 9 Page 2 of 23 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Using familiar text, makes Using familiar text, makes Following pre-teaching of essential Applies knowledge of Makes connections to text, Make connections to connections to and within connections to and within concepts, makes connections to essential concepts to make within text, and among texts text, within text, and texts. texts. and within texts across the subject connections to text, within across the subject areas with among texts across areas. text, and among texts across teacher support. the subject areas. the subject areas. 3 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of familiar comprehension of some comprehension of all familiar texts comprehension of more comprehension of more comprehension of text using drawings, familiar text across the subject through class and/or small group complex text through class complex text through class more complex text words, or phrases. areas using simple sentences. discussions across the subject and/or small group interpretive and/or small group through class and/or areas. discussions across the subject interpretive discussions small group areas with teacher support. across the subject areas. interpretive discussions across the subject areas. 4 Matches reading to Matches reading to purpose— Matches reading to purpose— Matches reading to purpose— Matches reading to purpose Match reading to purpose. location of information, location of information, some location of information, —location of information, purpose—location of minimal comprehension, and comprehension, and personal comprehension, and personal full comprehension, and information, full personal enjoyment. enjoyment. enjoyment. personal enjoyment. comprehension, and personal enjoyment. 5 Learns a variety of Learns a variety of Understands a variety of Understands and draws upon a Understands and draws Understand and draw comprehension strategies comprehension strategies - re- comprehension strategies - re- variety of comprehension upon a variety of upon a variety of - self-correcting, reading, self-correcting, small reading, self-correcting, class and strategies as needed - re- comprehension strategies as comprehension generating and responding group guided discussions, small group guided discussions, reading, self-correcting, needed - re-reading, self- strategies as needed— to simple questions, using generating and responding to generating and responding to summarizing, class and group correcting, summarizing, re-reading, self- drawings, words, or questions, and making questions, making predictions, and guided discussions, generating class and group guided correcting, phrases. predictions using simple comparing information on familiar and responding to essential discussions, generating and summarizing, class sentences. topics with teacher support. questions, making predictions, responding to essential and group and comparing information on questions, making discussions, familiar topics with teacher predictions, and comparing generating and support. information with teacher responding to support. essential questions, making predictions, and comparing information from several sources.
Read. Gr. 9 Page 3 of 23 Oregon English Language Proficiency Standards READING GRADE 9 LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 6 Applies knowledge of Applies knowledge of Applies knowledge of decoding Demonstrates internalization Identifies words or phrases Clearly identify academic and social academic and social skills and academic and social of English grammar, usage, essential to understanding specific words or vocabulary in student’s vocabulary in student’s native vocabulary to recognize and correct and word choice by text and applies word wordings that are native language to language and English to some errors when reading. recognizing and correcting analysis or context strategies causing recognize and correct recognize and correct some errors when reading. to demonstrate comprehension some errors when reading errors when reading familiar comprehension with teacher difficulties and use familiar texts in English. texts. support. strategies to correct.
Read. Gr. 9 Page 4 of 23 Oregon English Language Proficiency Standards READING GRADE 9 VOCABULARY 3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Uses meaning clues Uses meaning clues from print Uses context and all sources of Independently uses contextual Interprets the meaning of Determine meanings (non-print features and and non-print features and familiar information available as and structural clues to unknown words by using of words using background knowledge) simple language structure well as language structure to determine meanings of more complex clues and contextual and as well as basic language (e.g., word order) to expand expand vocabulary and determine unknown words. language structure to structural clues. structure (e.g., word vocabulary and determine meaning of unknown words when expand vocabulary. order) to expand meaning of unknown words reading. vocabulary when reading. when reading.
Read. Gr. 9 Page 5 of 23 Oregon English Language Proficiency Standards READING GRADE 9 VOCABULARY (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Compares and contrasts Recognizes common idioms, Understands simple idioms, some Understands and uses idioms Identifies and uses literal Identify and use the simple items using non- some comparisons such as comparisons such as analogies, and comparisons such as and figurative meanings of literal and figurative print media. simple analogies and similes. figures of speech, and some similes analogies, similes and words and phrases using meanings of words and metaphors in literature and metaphors with teacher contextual clues. and phrases. texts in content areas. Infers literal support. Infer literal and meaning of phrases. figurative meaning of phrases. 3 Recognizes humor using Identifies simple jokes in Interprets humor in written text and Distinguishes between the Distinguishes between the Distinguish between illustrations, comics. print. orally. denotative and connotative denotative and connotative the denotative and meanings of words, and meanings of words, and connotative meanings recognizes the connotative interprets the connotative of words, and interpret power of words. power of words. the connotative power of words.
4 Uses bilingual Uses bilingual and English Uses bilingual and English Independently uses Independently uses Use general dictionaries and other dictionaries, thesauruses, and dictionaries, thesauruses, dictionaries, glossaries, dictionaries, glossaries, dictionaries, informational sources other informational sources. glossaries, and other informational thesauruses, or related thesauruses, or related specialized with teacher and sources. references to perform references to perform dictionaries, contextual support. academic tasks with teacher academic tasks. glossaries, support. thesauruses, or related references to increase vocabulary. 5 Within context, locates Identifies technical vocabulary Identifies technical vocabulary in Recognizes and defines Understands familiar words Understand technical information using graphs, in familiar reading. subject area reading. technical vocabulary in of technical vocabulary in vocabulary in subject charts and diagrams. subject area reading. subject area reading with area reading. teacher support.
Read. Gr. 9 Page 6 of 23 Oregon English Language Proficiency Standards READING GRADE 9 READ TO PERFORM A TASK 4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Reads pictorial, graphic Reads catalogs, short Reads simple textbooks, informal Reads textbooks, magazines, Reads essays, historical Read textbooks; or biographical sketches, adapted letters, directions, magazine newspapers, consumer forms, documents, biographical sketches; contextualized textbooks, informal notes and articles written with controlled formal letters, and more editorials, letters; diaries; texts (e.g. bus simple directions. vocabulary, brief news stories, and complex biographical textbooks, directions; procedures; routes). diaries. sketches. technical directions magazines; essays; and public primary source documents. historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.
Read. Gr. 9 Page 7 of 23 Oregon English Language Proficiency Standards READING GRADE 9 READ TO PERFORM A TASK (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 2 Uses pictures, lists, charts, Extracts information from Synthesizes information from Synthesizes information from Independently and with Synthesize and tables to identify the visual materials and provides charts, graphs, tables, diagrams, charts, tables, diagrams and contextual support, information found in vocabulary used in at least one conclusion from glossaries, or related grade-level glossaries to support synthesizes familiar facts various parts of different school settings the material. material and supports conclusions conclusions with teacher found in a variety of grade charts, tables, and to get information. with teacher support. support. appropriate informational diagrams, glossaries, text and draws conclusions or related grade-level from the selected facts. text to reach supported conclusions. 3 Recognizes symbols and Uses titles, graphics, and key Reads and understands job and Understands and identifies the Analyzes the structure and Analyze the structure graphics related to words to understand some consumer related materials such as basic components in job and format of job and consumer- and format of job and consumer materials details of consumer related signs, classified ads and safety common consumer related related materials, including consumer-related (traffic signs). materials such as regulations. materials. Identifies and the graphics and headers materials, including advertisements and coupons. understands common with teacher support. the graphics and abbreviations found in headers, and explain magazines, newspaper, how the features telephone books. support the intended purposes. 4 Follows simple directions Uses manuals to use Demonstrates the use of Demonstrates the use of Demonstrates sophisticated Demonstrate supported by pictures or calculators, computers, technology by following simple technology by following use of technology by sophisticated use of other graphics to access educational software, and directions in manuals found in directions in technical manuals following directions in technology by and use calculators, electronic games with calculators, educational software, (e.g., those found with graphic technical manuals (e.g., following directions computers, and contextual support. and in access to the World Wide calculators and software those found with graphing in technical manuals educational software Web with teacher and contextual programs and in access guides calculators and specialized (e.g., those found games. support. to the World Wide Web sites) software programs and in with graphing with teacher support. access guides to World calculators and Wide Web sites on the specialized software Internet) with teacher programs and in support. access guides to World Wide Web sites on the Internet).
Read. Gr. 9 Page 8 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING 5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o
t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards r c
s comprehension of general meaning and some meaning and increased general meaning and good meaning, including e general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative D
l familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students initiate e
v sounds, rhythms and independently and respond complex sentences with more conversation, respond with and negotiate using e
L patterns of English. using phrases and simple detail using newly acquired detail in compound and appropriate discourse,
y Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical c
n verbal responses while subject and predicate. form messages. (The brown participate using more structures and vocabulary, e i
c in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for i f
o two word responses are in speech. (The bear is forest.) standard grammar with few formal and informal r expected. Students brown. He is eating.) random errors. (Can bears language. (Would you P respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies the sequence of Identifies sequence of events, Identifies sequence of events, main Identifies sequence of events, Identifies and/or Identify and/or events from simple most main ideas and some ideas and details of familiar main ideas, supporting details summarizes sequence of summarize sequence informational and details of familiar informational and practical texts. and opinions in unfamiliar events, main ideas, facts, of events, main ideas, practical texts using informational and practical informational and practical supporting details, and facts, supporting pictures, lists, charts, and texts using key words or texts. opinions in informational details, and opinions tables. phrases. and practical selections with in informational and teacher support. practical selections.
2 Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarifies understanding of Clarify understanding familiar informational short and simple informational informational texts by creating informational texts by creating informational texts by of informational texts texts by creating simple texts by creating comics, Venn webs, diagrams, charts, tables and webs, diagrams, charts, tables, creating in-depth outlines, by creating illustrations, charts or diagrams, charts, or tables. simple outlines. summaries, or more detailed graphic organizers, sophisticated outlines, tables. outlines. diagrams, notes, or graphic organizers, summaries with teacher diagrams, logical support. notes, or summaries.
Read. Gr. 9 Page 9 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION 6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 None available Makes predictions about Recognizes foreshadowing as a Recognizes elements of Predicts outcomes supported Predict probable events of stories on technique, and begins to predict foreshadowing and predicts by textual clues, including future outcomes familiar topics. outcomes based on textual clues. outcomes, based on textual foreshadowing with teacher supported by the text, clues with teacher support. support. including foreshadowing clues. 2 Identifies ideas in familiar Reads and identifies main Identifies author’s meaning and Identifies images, patterns, Infers an author’s unstated Infer an author’s texts using key words or ideas and some purpose, based on facts and events and symbols found in text. meaning and draws unstated meaning and phrases found in text. details of found in text. conclusions about an draw conclusions informational and author’s stated meaning about an author’s literary materials. based on facts, events, stated meaning based images, patterns and on facts, events, symbols found in text with images, patterns or teacher support. symbols found in text.
Read. Gr. 9 Page 10 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Recognizes author’s Identifies author’s arguments about Determines author’s Makes determinations about Make reasoned arguments about a subject, a subject using explicitly stated arguments by using elements an author’s arguments by assertions about an given a brief passage. information from a given passage. of the text to clarify using elements of the text to author’s arguments by interpretations. defend and clarify using elements of the interpretations with text to defend and teacher’s support. clarify interpretations.
.
4 Identifies cause-effect Identifies cause-effect, Explains understood relationships Analyzes understood Analyzes implicit Analyze implicit relationship of sequence-time relationships of such as cause-effect or sequence- relationships such as cause- relationships, such as cause- relationships, such as familiar objects familiar objects or events time relationships. effect, sequence-time, and-effect, sequence-time cause-and-effect, or events by using words or phrases. comparisons, and relationships, comparisons, sequence-time pointing, classifications. classifications, and relationships, labeling or generalizations with teacher comparisons, using graphics. support. classifications, and generalizations. 5 Identifies main ideas in Reads and identifies main Explains main ideas and details of Identifies and explains the Identifies main idea when it Infer the main idea some familiar texts using ideas in familiar informational, literary, and text main ideas and critical details is not explicitly stated and when it is not key words or phrases. materials. materials with teacher support. of informational materials, supports main idea with explicitly stated, and literary texts, and texts in details from texts. support with evidence content areas with teacher from the text. support.
Read. Gr. 9 Page 11 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE 7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Identifies author’s purpose Selects the author’s purpose Identifies the author’s purpose and Identifies author’s purpose and Determines the author’s Draw conclusions by matching, labeling, from a provided list. relates it to specific details in the relates it to details in text with purpose and relates it to about the author’s drawing. text. teacher support. specific details in the text purpose based on with teacher’s support. evidence in the text. 2 None available Identifies facts and opinions. Compares and contrasts fact and Identifies reasoning based on Differentiates among Differentiate among opinion. fact and opinion from selected reasoning based on fact reasoning based on texts across various areas. versus reasoning based on fact versus reasoning opinions, emotional appeals, based on opinions, or other persuasive emotional appeals, or techniques with teacher other persuasive support. techniques.
Read. Gr. 9 Page 12 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available None available Determines the characteristics of a Determines author’s Evaluates if and how the Evaluate if and how credible source and credible facts. credibility by the use of author uses authoritative the author uses credible sources in support of sources to establish authoritative sources arguments or propose actions. credibility for arguments or to establish credibility proposed actions with for arguments, teacher support. proposed actions, or policies. 4 Compares familiar objects Using graphic organizers, Using graphic organizers, Compares and contrasts Compares and contrasts Compare and contrast or events using charts, compares compares and contrasts information information on the same topic information on the same information on the tables or other nonverbal information on the on the same familiar topic after after reading two or more topic after reading several same topic after resources. same familiar topic reading at least two or more familiar passages or articles. passages or articles with reading several after reading at passages or articles. teacher support. passages or articles. least two brief passages or articles. 5 Uses pictorials to show Distinguishes between true Identifies logical statements. Explains how a text shows Evaluates the logic, unity Evaluate the logic, statements. and false statements. logic and consistency. and consistency of text with unity, and consistency teacher support. of text. 6 None available None available Identifies the relationship between Explains how an author makes Evaluates an author’s Evaluate an author’s generalizations and evidence and an argument by evaluating the argument or defense of a argument or defense how the author’s intent or bias relationship between claim by evaluating the of a claim by affects the tone of a text. generalizations and evidence relationship between evaluating the and the author’s intent or bias. generalizations and relationship between evidence, the generalizations and comprehensiveness of evidence, the evidence, and the author’s comprehensiveness of intent or bias with teacher evidence, and the way support. in which the author’s intent or bias affects the structure and tone of the text (e.g., in professional journals, sports journals, editorials, political speeches, primary source material).
Read. Gr. 9 Page 13 of 23 Oregon English Language Proficiency Standards
Read. Gr. 9 Page 14 of 23 Oregon English Language Proficiency Standards READING GRADE 9 INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 7 None available None available Identifies statements in documents Examines the sequence of Evaluates the logic of Evaluate the logic of containing directions (e.g., information and procedures in documents (e.g., directions documents (e.g., assembly of an item) that may lead documents containing for assembly of an item, directions for to possible reader directions (e.g., assembly of an applications), examining the assembly of an item, misunderstandings. item) in anticipation of sequence of information and applications), possible reader procedures in anticipation of examining the misunderstandings. possible reader sequence of misunderstandings with information and teacher support. procedures in anticipation of possible reader misunderstandings. 8 Uses pictures, lists, charts, Uses informational materials Elaborates more detailed subject- Locates and evaluates a variety Applies knowledge of other Generate relevant and tables to identify the to perform a basic research specific tasks with teacher and of informational texts for subject-specific classes to questions about factual components of task with contextual support. contextual support. research purposes with generate relevant questions readings on issues that informational materials in contextual support. about readings on issues that can be researched. which the student can can be researched. draw meaning. 9 Identifies relationship Reads and identifies Describes relationships between Paraphrases the ideas of two or Synthesizes the content from Synthesize the content between two simple texts relationships between two two or more texts on the same topic more texts by a single author several sources or works by from several sources on a single issue read to written texts on the same issue to demonstrate comprehension. and connects them to other a single author dealing with or works by a single them; using own and uses own experience to sources and related topics to a single issue; paraphrases author dealing with a experiences, identifies key demonstrate comprehension. demonstrate comprehension. the ideas and connects them single issue; words and/or phrases. to other sources and related paraphrase the ideas topics to demonstrate and connect them to comprehension with teacher other sources and support. related topics to demonstrate comprehension. 10 None available Lists ideas about a single Paraphrases and extends ideas Elaborates on ideas presented Extends ideas presented in Extend ideas topic found in simple primary presented in primary or secondary in primary or secondary primary or secondary presented in primary or secondary texts. sources. sources. sources through original or secondary sources analysis, evaluation, and through original elaboration with teacher analysis, evaluation, support. and elaboration.
Read. Gr. 9 Page 15 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LISTEN TO AND READ LITERARY TEXT 8. CCG (K-12): Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Uses pictures, lists, charts, Distinguishes among poetry, Reads and makes connections Reads and makes connections Identifies the major Listen to text and read and tables to identify the drama, and short stories from among forms of brief prose (e.g., among a variety of works characteristics of short text to make characteristics of simple a variety of cultures. Uses short story, essay) from a variety including fiction, non-fiction, story, novel, poetry, drama, connections and narrations. pictures, lists, charts, and of cultures. poetry, drama, short story, fiction and nonfiction and respond to historically tables to identify the essay, and novel, from a makes connections to or culturally characteristics of narratives variety of cultures and time variety of literary works significant works of from a variety of cultures. periods. from a variety of cultures literature that enhance and time periods. the study of other subjects. 2 Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrates listening Demonstrate listening comprehension of familiar comprehension of some comprehension of familiar literary comprehension of literary text comprehension of more comprehension of literary text using familiar literary text. text through class and/or small- through class and/or small- complex literary text more complex literary drawings, words, or guided group discussions. guided group interpretive through class and/or small text through class phrases. discussions. guided group interpretive and/or small group discussions. interpretive discussions.
Read. Gr. 9 Page 16 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING 9. CCG (K-12): Demonstrate general understanding of grade-level literary text (similar to 1996 “Demonstrate literal comprehension”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they find (Would you like me to and phrases, which may food there?) bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Uses pictures, lists, charts, Defines sequence of events Identifies sequence of events and Identifies sequence of events Identifies sequence of Identify and/or and tables to identify the and main ideas of main ideas of literary texts. and explains the main ideas events and summarizes the summarize sequence sequence of events from familiar texts using and supporting details of main ideas and supporting of events, main ideas, simple literary texts. key words or literary texts. details in literary selections. and supporting details phrases. in literary selections.
Read. Gr. 9 Page 17 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEVELOP AN INTERPRETATION 10. CCG (K-12): Develop an interpretation of grade-level literary text (similar to 1996 “Analyze the author’s ideas…and make supported interpretations of the selection”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l
e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students initiate v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with and negotiate using L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and appropriate discourse, c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively varied grammatical e i
c verbal responses while subject and predicate. form messages. (The brown participate using more structures and vocabulary, i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use use conventions for r
P two word responses are in speech. (The bear is forest.) standard grammar with few formal and informal expected. Students brown. He is eating.) random errors. (Can bears language. (Would you respond in single words live in the forest if they find like me to bring pictures and phrases, which may food there?) of the bear that I saw last include subject or a summer?) predicate. Many speech errors are observed. (bear, brown) 1 Predicts outcomes Distinguishes between a Predicts outcomes and defines Identifies textual clues and Predicts future outcomes Predict probable supported by the text prediction and a guess, and textual clues that lead to predicts outcomes supported supported by the text with future outcomes using pictures, drawings makes simple predictions. prediction. by the text. teacher support. supported by the text. or words. 2 Using pictures, lists, Describes a character in a brief Describes major characters in a Identifies the actions and Identifies the actions and Analyze interactions charts, and tables, literary text by brief literary text by identifying motives of characters in a motives of characters in a between characters in identifies contrasting identifying the their thoughts, actions, or work of fiction and relate work of fiction, including a literary text (e.g., actions (good/bad) of thoughts and motivations and relate these to the these to the plot. contrasting motives that internal and external major characters from actions of the plot. advance the plot with conflicts, motivations, simple literary texts read character. teacher support. relationships, aloud. influences) and how these interactions affect the plot.
Read. Gr. 9 Page 18 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: DEVELOP AN INTERPRETATION (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 None available Defines theme and selects Determines the general Identifies themes of Identifies themes in Identify themes in literary theme of a familiar theme of a literary work. literary works based on literary works, and works, and provide support story from a evidence in the text. provides support for for interpretations from the provided list of key interpretations from the text. words or phrases. text with teacher support.
4 Choosing from a provided list of Identifies explicitly stated Identifies explicitly and Identifies explicitly and Infers main ideas not Infer the main idea when it is key words or phrases, identifies main ideas of implicitly stated main implicitly stated main implicitly stated and not explicitly stated, and main ideas of familiar texts. simple literary texts. ideas of simple literary ideas of simple literary supports with evidence support with evidence from texts. texts and supports with from text with teacher the text. evidence from text. support.
5 Choosing from a provided list of Identifies explicitly stated Identifies explicitly and Identifies explicitly and Infers reasons for actions Identify and analyze unstated key words or phrases, identifies reasons for actions implicitly stated reasons implicitly stated reasons not stated explicitly in the reasons for actions or beliefs stated reasons for actions from from simple literary for actions. for actions not stated in text with teacher support. based on explicitly stated familiar texts. texts. the text. information.
Read. Gr. 9 Page 19 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE 11. CCG (K-12): Examine content and structure of grade-level literary text (similar to 1996 “Evaluate how the form of a literary work and the use of literary devices contribute to the work’s message and impact”). s
r Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient o t Students demonstrate Students demonstrate Students demonstrate good Students demonstrate Students comprehend English Language p i
r minimal increased comprehension of comprehension of general consistent comprehension of general and implied Arts Standards c s
e comprehension of general meaning and some meaning and increased general meaning and good meaning, including D
general meaning; gain specific meaning. They use comprehension of specific understanding of implied idiomatic and figurative l e familiarity with the routine expressions meaning. They respond in more meaning. They sustain language. Students v e sounds, rhythms and independently and respond complex sentences with more conversation, respond with initiate and negotiate L
y patterns of English. using phrases and simple detail using newly acquired detail in compound and using appropriate c
n Early stages show no sentences, which include a vocabulary to experiment and complex sentences, actively discourse, varied e i
c verbal responses while subject and predicate. form messages. (The brown participate using more grammatical structures i f
o in later stages one or Students show basic errors bear lived with his family in the extensive vocabulary, use and vocabulary, use r
P two word responses are in speech. (The bear is forest.) standard grammar with few conventions for formal expected. Students brown. He is eating.) random errors. (Can bears and informal language. respond in single words live in the forest if they (Would you like me to and phrases, which may find food there?) device s. bring pictures of the bear include subject or a that I saw last summer?) predicate. Many speech errors are observed. (bear, brown) 1 Recognizes figures of Defines imagery and allegory. Recognizes literary devices Identifies various literary Identifies various literary Identify various speech and symbols using including figurative language, devices including figurative devices including figurative literary devices, pictures. imagery, allegory and symbolism. language, imagery, allegory, language, imagery, allegory including figurative and symbolism; evaluates the and symbolism; evaluates language, imagery, significance of the devices the significance of the allegory, and with teacher support. devices and explains their symbolism; evaluate appeal with teacher support. the significance of the devices; and explain their appeal. 2 Recognizes Defines contradictions and Identifies contradictions and Interprets contradictions and Interprets and evaluates the Interpret and evaluate contradictions and ironies ironies used in a familiar ironies used in a familiar selection. ironies used in a selection impact of subtleties, the impact of in pictures or narrative. selection. with teacher support. contradictions, and ironies subtleties, in a text with teacher contradictions, and support. ironies in a text.
Read. Gr. 9 Page 20 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient 3 Reads and orally Recognizes the difference Describes the relationship between Explains how voice and the Explains how voice and the Explain how voice and identifies the speaker or between first and third person voice and narrator and major choice of narrator affect choice of a narrator affect the choice of a narrator in a simple using phrases or simple characters of a simple literary text. characterization and the plot of characterization and the narrator affect selection. sentences. a text. tone, plot, and credibility of characterization and a text with teacher support. the tone, plot, and credibility of a text.
4 None available Identifies and defines Recognizes foreshadowing or Reads and identifies the use of Develops an understanding Analyze an author’s foreshadowing and flashbacks in literature. foreshadowing and flashbacks of how to analyze an development of time flashbacks. and the impact on the author’s development of and sequence, development of time and time and sequence, including the use of sequence. including the use of complex complex literary literary devices, such as devices, such as foreshadowing or flashbacks foreshadowing or with teacher support. flashbacks. 5 Uses pictures, lists, charts, Uses simple sentences to Identifies and defines the Develops the understanding of Develops the understanding Evaluate the impact of and tables to identify the identify how vocabulary use vocabulary and grammar used in tone and mood of various of how to evaluate the word choice and various tones in simple can strengthen or weaken various tones and moods in simple texts. impact of word choice and figurative language on literary text. texts. literary text, and analyzes word figurative language on tone, tone, mood, and choice. mood, and theme with theme. teacher support.
6 Identifies basic traits of Using words or phrases, Identifies words in dialogue that Identifies the function of Identifies and describes the Identify and describe simple characters. identifies dialogue describe characters in dramatic dialogue, scene design, and function of dialogue, the function of and how it defines literature. asides in dramatic literature. soliloquies, asides, character dialogue, soliloquies, a character in foils, and stage directions in asides, character foils, dramatic literature. dramatic literature with and stage directions in teacher support. dramatic literature.
Read. Gr. 9 Page 21 of 23 Oregon English Language Proficiency Standards LITERATURE GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient
7 None available None available Using familiar passages, Identifies the literary form Analyzes the impact the Analyze the impact recognizes various types of literary used by the author. choice of literary form has the choice of literary forms used by the author. on the author’s message or form has on the purpose with teacher author’s message or support. purpose.
8 Describes setting, using Identifies historical setting Using pictures, drawing provided Using pictures, drawing Using pictures, drawing Using pictures, pictures and drawing using pictures and in text, identifies the text’s provided in text, identifies the provided in text, identifies drawing provided in provided in text. drawing in text. historical period. text’s historical period. the text’s historical period. text, identify the text’s historical period.
9 None available From a provided list, identifies Identifies themes in works from Identifies themes in works Compares the relationships Analyze the way in theme of a work. the same historical from the same historical between works from the which a work of period. period. same historical period with literature is related to teacher support. the themes and issues of its historical period.
10 Using pictures, lists, Identifies the major themes or Identifies similar themes or topics Compares and contrasts a Analyzes recurring themes Compare and contrast charts, tables or other topics of a familiar across familiar or traditional similar theme or topic across across literary works (e.g., the presentation of a forms or nonverbal text. literary works. familiar literary selections. good and evil, loyalty and similar theme or topic resources, identifies major betrayal). across genres to topics of a familiar text explain how the read aloud. selection of genre shapes the theme or topic.
LITERATURE Read. Gr. 9 Page 22 of 23 Oregon English Language Proficiency Standards GRADE 9 LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE (cont.) Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient
11 None available Distinguishes the Identifies recognized works of Analyzes a work of literature Analyzes a work of Analyze a work of characteristics of literature literature in order to contrast major to contrast major periods and literature, showing how it literature, showing using simple sentences, periods, themes, and trends. trends. reflects the heritage, how it reflects the pictures, lists, charts, and traditions, attitudes, and heritage, traditions, tables (e.g., comedy and beliefs of its author with attitudes, and beliefs tragedy). teacher support. of its author.
Read. Gr. 9 Page 23 of 23