The Colorado Department of Education

Offices | Staff Contacts | Colorado.gov

New Colorado P-12 Academic Standards

Current Display Filter: Reading, Writing and Communicating - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Reading, Writing and Communicating
Grade Level Expectations: Tenth Grade
Standard: 2. Reading for All Purposes

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.9-10.1)
  2. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS: RL.9-10.4)
  3. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). CCSS: RL.9-10.7)
  4. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
  5. Relate a literary work to primary source documents of its literary period or historical setting
  6. Analyze how literary components affect meaning
  7. Explain the relationship between author's style and literary effect.
  8. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. (CCSS: RL.9-10.10)

Inquiry Questions:

  1. How can multiple events in someone's life carry a particular theme?
  2. Why does an author choose to use this type of writing to make a point?
  3. After reading about the cultural (or historical) perspectives that were held by people during a specific time period, what can be generalized about these individuals, and how has this event affected life today?
  4. What is the difference between personality and the impact a culture has on writing style?
  5. Are there really a limited number of themes in the world, despite the historical story differences?

Relevance & Application:

  1. Reading news stories will give people access to what is happening in the world.
  2. When people read online articles from different newspapers, they find that certain parts of the country have different views (such as news reporting on the environment in Portland, Oregon, versus another part of the country).
  3. Foreign film writing and movie making are popular American media because universal themes translate from one culture to another.
  4. Contemporary advertising uses classic and traditional topics and problems to successfully sell goods or services.
  5. Historic perspectives such as the battle at the Alamo are generalized in cartoons, speech, writing, and sporting documents.
  6. Participating actively in online discussions that follow online news stories adds to the understanding of diverse perspectives and point of view.

Nature Of:

  1. Readers like to read multiple perspectives because it causes them to think about their own thinking (metacognition) and be clear about what they really believe.
  2. Readers are eager to learn new ideology that enhances the quality of life.
  3. Reading Standards for Literacy in Science and Technical Subjects, Grades 9-10. (CCSS: RST.9-10.1-10)
  4. Reading Standards for Literacy in History/Social Studies, Grades 9-10. (CCSS: RH. 9-10.1-10)

Content Area: Reading, Writing and Communicating
Grade Level Expectations: Ninth Grade
Standard: 2. Reading for All Purposes

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)
  2. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CCSS: RL.9-10.3)
  3. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (CCSS: RL.9-10.5)
  4. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CCSS: RL.9-10.6)
  5. Identify the characteristics that distinguish literary forms and genres
    • Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CCSS: RL.9-10.9)
    • Use literary terms to describe and analyze selections
  6. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.9-10.10)

Inquiry Questions:

  1. How does an author use a literary device to demonstrate deeper meaning for the text? Explain your thinking and cite how you came to this conclusion.
  2. How does the setting that was portrayed by the author impact the text?
  3. What character traits seemed to be conflicting with one character (or more) in the text? (For example, a character started out as a generous person and then became bitter and selfish after a disaster.)

Relevance & Application:

  1. Reading takes people's minds to places that they may not have personally experienced.
  2. Reading multiple genres exposes people's thinking beyond their community.
  3. As people prepare to become members of society, they will encounter multiple perspectives that will require judgment and scrutiny.
  4. Connecting online with students in locations read about enhance their understanding of a text.

Nature Of:

  1. Readers fluently compare and contrast story elements to build a deeper understanding of the ideology or theme of the text.
  2. Reading Standards for Literacy in Science and Technical Subjects, Grades 9-10. (CCSS: RST.9-10.1-10)
  3. Reading Standards for Literacy in History/Social Studies, Grades 9-10. (CCSS: RH. 9-10.1-10)