SBS:Literacy Level 10 v4

From Westminster Public Schools Wiki
Revision as of 14:35, 7 August 2012 by Rlewis (Talk | contribs)

(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to: navigation, search

Go back to main Literacy page

Literacy Level 10 Capacity Matrices

Literacy Level 10 Vocabulary

Measurement Topic: LI.10.S11 Content that is gathered carefully and organized well successfully influences an audience Capacity Matrix LI.10.S11

LI.10.S11.01.04 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CAS: 10.1.1.a) (CCSS: SL.9-10.4)

LI.10.S11.02.04 Select organizational patterns and structures and choose precise vocabulary and rhetorical devices (CAS: 10.1.1.b)

LI.10.S11.03.04 Make decisions about how to establish credibility and enhance appeal to the audience (CAS: 10.1.1.c)

LI.10.S11.04.04 Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise (CAS: 10.1.1.d)

LI.10.S11.05.04 Use feedback to evaluate and revise the presentation (CAS: 10.1.1.e)

Measurement Topic: LI.10.S12 Effectively operating in small and large groups to accomplish a goal requires active listening Capacity Matrix LI.010.S12

LI.10.S12.01.04 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CAS: 10.1.2.a.i) (CCSS: SL.9-10.1a)

LI.10.S12.02.04 Support others in discussions, activities, and presentations through active listening (CAS: 10.1.2.a.ii)

LI.10.S12.03.04 Listen actively in groups to accomplish a goal (CAS: 10.1.2.a.iii)

LI.10.S12.04.04 Contribute effectively in both small and large groups to collaboratively accomplish a goal (CAS: 10.1.2.a.iv)

LI.10.S12.05.04 Choose specific words for intended effect on particular audiences (CAS: 10.1.2.a.v)

LI.10.S12.06.04 Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal (CAS:

LI.10.S12.07.04 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CAS: 10.1.2.a.vii) (CCSS: SL.9-10.1b)

LI.10.S12.08.04 Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CAS: 10.1.2.a.viii) (CCSS: SL.9-10.1c)

LI.10.S12.09.04 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CAS: 10.1.2.b) (CCSS: SL.9-10.3)

Reading for All Purposes

Measurement Topic: LI.12.S21 Literary and historical influences determine the meaning of traditional and contemporary literary texts Capacity Matrix LI.12.S21

LI.12.S21.01.03 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CAS: 10.2.1.a) (CCSS: RL.9-10.1)

LI.12.S21.02.03 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). (CAS: 10.2.1.b) (CCSS: RL.9-10.4)

LI.12.S21.03.03 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). (CAS: 10.2.1.c) (CCSS: RL.9-10.7)

LI.12.S21.04.03 Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems (CAS: 10.2.1.d)

LI.12.S21.05.03 Relate a literary work to primary source documents of its literary period or historical setting (CAS: 10.2.1.e)

LI.12.S21.06.03 Analyze how literary components affect meaning (CAS: 10.2.1.f)

LI.12.S21.07.03 Explain the relationship between author’s style and literary effect. (CAS: 10.2.1.g)

LI.12.S21.08.03 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. (CAS: 10.2.1.h) (CCSS: RL.9-10.10)

Measurement Topic: LI.12.S22 The development of new ideas and concepts within informational and persuasive manuscripts Capacity Matrix LI.12.S22

LI.12.S22.01.03 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CAS: 10.2.2.a) (CCSS: RI.9-10.1)

LI.12.S22.02.03 Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight) (CAS:10.2.2.b)

LI.12.S22.03.03 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CAS: 10.2.2.c) (CCSS: RI.9-10.7)

LI.12.S22.04.03 Compare the development of an idea or concept in multiple texts supported by text-based evidence (CAS: 10.2.2.d)

LI.12.S22.05.03 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (CAS: 10.2.2.e) (CCSS: RI.9-10.4)

LI.12.S22.06.03 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter from Birmingham Jail), including how they address related themes and concepts. (CAS: 10.2.2.f) (CCSS: RI.9-10.9)

LI.12.S22.07.03 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. (CAS: 10.2.2.g) (CCSS: RI.9-10.10)

Measurement Topic: LI.12.S23 Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts Capacity Matrix LI.12.S23

LI.12.S23.01.03 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CAS: 10.2.3.a.i) (CCSS: L.9-10.4a)

LI.12.S23.02.03 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (CAS: 10.2.3.a.ii) (CCSS: L.9-10.4b)

LI.12.S23.03.03 Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (CAS: 10.2.3.a.iii) (CCSS: L.9-10.4c)

LI.12.S23.04.03 Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CAS: 10.2.3.a.iv) (CCSS: L.9-10.4d)

LI.12.S23.05.03 Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (CAS: 10.2.3.b.i) (CCSS: L.9-10.5a)

LI.12.S23.06.03 Analyze nuances in the meaning of words with similar denotations. (CAS: 10.2.3.b.ii) (CCSS: L.9-10.5b)

LI.12.S23.07.03 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CAS: 10.2.3.c) (CCSS: L.9-10.6)

Writing and Composition

Measurement Topic: LI.12.S31 Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Capacity Matrix LI.12.S31

LI.12.S31.01.03 Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (CAS: 10.3.1.a.i) (CCSS: W.9-10.2b)

LI.12.S31.02.03 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CAS: 10.3.1.a.ii) (CCSS: W.9-10.2d)

LI.12.S31.03.03 Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CAS: 10.3.1.a.iii) (CCSS: W.9-10.2e)

LI.12.S31.04.03 Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme (CAS: 10.3.1.b)

LI.12.S31.05.03 Use a variety of strategies to evaluate whether the writing is presented in a creative and reflective manner (e.g., reading the draft aloud, seeking feedback from a reviewer, scoring guides) (CAS: 10.3.1.c)

LI.12.S31.06.03 Revise texts using feedback to enhance the effect on the reader and clarify the presentation of implicit or explicit theme (CAS: 10.3.1.d)

Measurement Topic: LI.12.S32 Organizational writing patterns inform or persuade an audience Capacity Matrix LI.12.S32

LI.12.S32.01.03 Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CAS.10.3.2.a.i) (CCSS: W.9-10.2a)

LI.12.S32.02.03 Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (CAS.10.3.2.a.ii) (CCSS: W.9-10.2b)

LI.12.S32.03.03 Choose and develop an effective appeal (CAS.10.3.2.a.iii)

LI.12.S32.04.03 Collect, organize, and evaluate materials to support ideas (CAS.10.3.2.a.iv)

LI.12.S32.05.03 Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CAS.10.3.2.a.v) (CCSS: W.9-10.2c)

LI.12.S32.06.03 Use precise language and domain-specific vocabulary to manage the complexity of the topic. ( (CCSS: W.9-10.2d)

LI.12.S32.07.03 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CAS.10.3.2.a.vii) (CCSS: W.9-10.2e)

LI.12.S32.08.03 Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CAS.10.3.2.a.viii) (CCSS: W.9-10.2f)

LI.12.S32.09.03 Revise writing by evaluating relationship of central idea, evidence, and organizational pattern (CAS.10.3.2.a.ix)

LI.12.S32.10.03 Explain how writers use organization and details to communicate their purposes (CAS.10.3.2.a.x)

LI.12.S32.11.03 Present writing to an authentic audience and gauge effect on audience for intended purpose (CAS.10.3.2.a.xi)

Measurement Topic: LI.12.S33 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process Capacity Matrix LI.12.S33

LI.12.S33.01.03 Use parallel structure. (CAS: 10.3.3.a.i) (CCSS: L.9-10.1a)

LI.12.S33.02.03 Distinguish between the active and passive voice, and write in the active voice (CAS: 10.3.3.a.ii)

LI.12.S33.03.03 Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CAS: 10.3.3.a.iii) (CCSS: L.9-10.1b)

LI.12.S33.04.03 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CAS: 10.3.3.b.i) (CCSS: L.9-10.2a)

LI.12.S33.05.03 Use a colon to introduce a list or quotation. (CAS: 10.3.3.b.ii) (CCSS: L.9-10.2b)

LI.12.S33.06.03 Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (CAS: 10.3.3.c.i) (CCSS: L.9-10.3a)

LI.12.S33.07.03 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1–2 above.) (CAS: 10.3.3.d) (CCSS: W.9-10.4)

LI.12.S33.08.03 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CAS: 10.3.3.e) (CCSS: W.9-10.5)

LI.12.S33.09.03 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (CAS: 10.3.3.f) (CCSS: W.9-10.6)

Research and Reasoning

Measurement Topic: LI.12.S41 Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions Capacity Matrix LI.12.S41

LI.12.S41.01.03 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CAS: 10.4.1.a) (CCSS: W.9-10.7)

LI.12.S41.02.03 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (CAS: 10.4.1.b) (CCSS: W.9-10.8)

LI.12.S41.03.03 Formulate research questions that are clear and precise (CAS: 10.4.1.c)

LI.12.S41.04.03 Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness (CAS: 10.4.1.d)

LI.12.S41.05.03 Distinguish between types of evidence (e.g., expert testimony, analogies, anecdotes, statistics) and use a variety of ypes to support a particular research purpose (CAS: 10.4.1.e)

LI.12.S41.06.03 Use in-text parenthetical citations to document sources of quotations, paraphrases and information (CAS: 10.4.1.f)

LI.12.S41.07.03 Apply grades 9–10 Reading standards to literature (e.g., "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]"). (CAS: 10.4.1.g.i) (CCSS: W.9- 10.9)

LI.12.S41.08.03 Apply grades 9–10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). (CAS: 10.4.1.g.ii) (CCSS: W.9-10.9)

Measurement Topic: LI.11.S42 An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy Capacity Matrix LI.11.S42

LI.11.S42.01.03 Analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more authors presenting similar or opposing arguments (such as articles by two political columnists that address the same issue) (CAS: 10.4.2.a)

LI.11.S42.02.03 Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, and author’s credibility to defend the evaluation (CAS: 10.4.2.b)