Common Sense Review
Updated February 2017
ReadWorks Digital
Common Sense Rating
4
Teacher Rating
(1 Teacher Review)
5
Price
Free
This grade range is a recommendation by the Common Sense Education editorial team, not the developer/publisher.
Grades
K-12 Platforms
Website
Subjects
English Language Arts
- reading
- reading comprehension
- vocabulary
- reading fluency
- reading comprehension
- reading fluency
- listening
Purpose
CurriculumTargeted PracticeAssessment Standards
Common Core State Standards 
Start here and use your email to sign up for a teacher account.
Create a class and then invite students to join your class through one of two options.
Filter content to curate the best reading assignments for your students' needs.
Build reading comprehension skills with corresponding question sets.
Easily track grade responses, provide feedback, and track student progress.
Pros
Tons of free, ready-to-print resources including leveled reading passages, differentiated texts, vocabulary lists, and assessments.Cons
Too teacher-focused; students can't choose texts or access readings unless assigned.Bottom Line
An effective digital reinvention of the trusted ReadWorks platform that makes it simple to distribute and track high-quality reading assignments.
Setup Time
5-15 minutes
Additional Pricing Details
Evidence
Third-party research
ReadWorks is based on the findings of the National Reading Panel (NRP) and RAND Reading Study Group.
Teacher Dashboard
Teachers can create classes, assign, and track reading assignments as well as easily grade reading comprehension questions and provide feedback. Detailed data is provided by class and/or individual student, making it easy for teachers to analyze student performance to better target their needs.
Tech Notes
None
Common Sense Rating
4
Engagement
Is the product stimulating, entertaining, and engrossing? Will kids want to return?
4
Students interact with high-quality texts, vocabulary lists, and reading comprehension questions within a teacher-designed virtual classroom. No student choice of texts, however.
Pedagogy
Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
5
Common Core-aligned, high-quality, leveled informational texts and literary articles make it easy to target comprehension skills and build background knowledge in a way that is accessible for students at all levels.
Support
Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
4
There's a wide range of teaching resources: leveled texts, audio supports, corresponding vocabulary lists, paired texts, and StepReads. These features provide multiple entryways for readers who might struggle with text complexity.
How Can Teachers Use It?
Teachers can use ReadWorks Digital to easily distribute high-quality articles and assignments for students to read in class or at home. There's a wide range of resources here to create engaging whole-class reading lessons, differentiated group work, or independent center work. Teachers can even assign articles that include an audio feature so students can listen to texts within a classroom listening center. This may be particularly helpful in building listening skills in ELLs and supporting struggling readers. In addition, teachers can print reading passages and assessments for students to use when there is no internet access. Sets of multiple-choice and short-answer questions also are assigned. Multiple-choice questions are automatically graded, but teachers will have to grade short-answer questions. The option to provide written feedback is also available.
The provided Article-a-Day Sets are well worth a try, as they provide teachers an easy way to establish a 10- to 15-minute daily reading routine that can dramatically increase student's background knowledge and significantly improve vocabulary skills. Under the Teaching Tips drop-down menu, teachers will find class demo videos, classroom protocols, tips, and suggestions that will make it super simple to implement this daily reading routine in any classroom. Also worth noting is the fact that ReadWorks Digital includes Paired Texts -- a set of texts that have been paired because they compliment each other or cover topics on the same subject -- like those you may already be familiar with from the ReadWorks sister site. These can be valuable texts to assign when exploring specific subjects or working on research projects.
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What's It Like?
ReadWorks Digital is a free online literacy platform that allows teachers to curate high-quality Common Core-aligned reading assignments. Similar to the original ReadWorks site, here you'll find research-based K–12 reading comprehension content, but students can interact with it online. After signing up as a teacher, click on Class Admin from the top menu and create a class. Students then can join a class by using a provided code along with their Google account. No Google account? No problem. Teachers can create a roster and provide the class code to students.
Once classes are created, teachers can begin assigning reading passages and formative assessments. The site is divided into five sections -- Social Studies, Science, Literacy, Skills & Strategies, and Special Collections -- and includes articles from the American Museum of Natural History. Teachers can curate reading assignments by searching grade level or Lexile level and choosing options with or without audio and by searching within the StepReads curriculum. Corresponding vocabulary lists and Common Core-aligned question sets also are included. Teachers can easily assign passages to an entire class or individual students. An easy-to-use Assignments dashboard makes it simple to grade student responses, track progress, and provide direct feedback. Under the Teaching Tips menu, teachers will also find a wealth of resources, video tutorials, and suggestions to help them easily implement the use of the ReadWorks Digital reading platform in their classrooms.
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Is It Good For Learning?
ReadWorks Digital's content easily lends itself to differentiation and supports students' acquisition of vocabulary skills while building background knowledge. In addition to its regular content, the site includes access to StepReads passages. These passages provide struggling readers with a more accessible, less complex version of an authentic nonfiction or literary text. StepReads is a great way to keep all students on the same page, and teachers should take full advantage of this feature whenever possible. By assigning passages that include corresponding StepReads selections, teachers can craft all-inclusive lessons that support struggling readers and ELL students without sacrificing the value of a lesson. StepReads preserves all key information, is about the same number of words as the original, and keeps most important academic vocabulary words from the original text while including varied and complex sentences and text structures.
Reading passages also include vocabulary lists, definitions, and examples. Spanish cognates may be listed as well. This makes content particularly accessible to Spanish-speaking English-language learners. In addition, the audio option available for many of the articles makes texts more accessible to readers struggling to read texts on their own. Passages within the Skills & Strategies category provide even further opportunities for differentiation and targeted instruction. This category covers a wide range of reading comprehension topics including Author's Purpose, Character, Main Idea, Plot, Figurative Language, and Cause and Effect.
Read more Read lessKey Standards Supported
Reading History/Social Studies | |
| RH.6-8: Key Ideas and Details | |
| RH.6-8.1 | Cite specific textual evidence to support analysis of primary and secondary sources. |
| RH.6-8.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
| RH.6-8.3 | Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). |
| Craft and Structure | |
| RH.6-8.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. |
| RH.6-8.5 | Describe how a text presents information (e.g., sequentially, comparatively, causally). |
| RH.6-8.6 | Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). |
| Integration of Knowledge and Ideas | |
| RH.6-8.7 | Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. |
| RH.6-8.8 | Distinguish among fact, opinion, and reasoned judgment in a text. |
| RH.6-8.9 | Analyze the relationship between a primary and secondary source on the same topic. |
| Range of Reading and Level of Text Complexity | |
| RH.6-8.10 | By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. |
| RH.9-10: Key Ideas and Details | |
| RH.9-10.1 | Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. |
| RH.9-10.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. |
| RH.9-10.3 | Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. |
| Craft and Structure | |
| RH.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. |
| RH.9-10.5 | Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. |
| RH.9-10.6 | Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. |
| Integration of Knowledge and Ideas | |
| RH.9-10.7 | Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. |
| RH.9-10.8 | Assess the extent to which the reasoning and evidence in a text support the author’s claims. |
| RH.9-10.9 | Compare and contrast treatments of the same topic in several primary and secondary sources. |
| Range of Reading and Level of Text Complexity | |
| RH.9-10.10 | By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. |
| RH.11-12: Key Ideas and Details | |
| RH.11-12.1 | Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| RH.11-12.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
| RH.11-12.3 | Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| Craft and Structure | |
| RH.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| RH.11-12.5 | Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| RH.11-12.6 | Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. |
| Integration of Knowledge and Ideas | |
| RH.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. |
| RH.11-12.8 | Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. |
| RH.11-12.9 | Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Range of Reading and Level of Text Complexity | |
| RH.11-12.10 | By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. |
Reading Informational | |
| RI.K: Key Ideas and Details | |
| RI.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. |
| RI.K.3 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Craft and Structure | |
| RI.K.4 | With prompting and support, ask and answer questions about unknown words in a text. |
| RI.K.5 | Identify the front cover, back cover, and title page of a book. |
| RI.K.6 | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| Integration of Knowledge and Ideas | |
| RI.K.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| RI.K.8 | With prompting and support, identify the reasons an author gives to support points in a text. |
| RI.K.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| Range of Reading and Level of Text Complexity | |
| RI.K.10 | Actively engage in group reading activities with purpose and understanding. |
| RI.1: Key Ideas and Details | |
| RI.1.1 | Ask and answer questions about key details in a text. |
| RI.1.2 | Identify the main topic and retell key details of a text. |
| RI.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| Craft and Structure | |
| RI.1.4 | Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
| RI.1.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| RI.1.6 | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
| Integration of Knowledge and Ideas | |
| RI.1.7 | Use the illustrations and details in a text to describe its key ideas. |
| RI.1.8 | Identify the reasons an author gives to support points in a text. |
| RI.1.9 | Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| Range of Reading and Level of Text Complexity | |
| RI.1.10 | With prompting and support, read informational texts appropriately complex for grade 1. |
| RI.2: Key Ideas and Details | |
| RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RI.2.2 | Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. |
| RI.2.3 | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| Craft and Structure | |
| RI.2.4 | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |
| RI.2.5 | Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| RI.2.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| Integration of Knowledge and Ideas | |
| RI.2.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| RI.2.8 | Describe how reasons support specific points the author makes in a text. |
| RI.2.9 | Compare and contrast the most important points presented by two texts on the same topic. |
| Range of Reading and Level of Text Complexity | |
| RI.2.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.3: Key Ideas and Details | |
| RI.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. |
| RI.3.3 | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. |
| Craft and Structure | |
| RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| RI.3.6 | Distinguish their own point of view from that of the author of a text. |
| Integration of Knowledge and Ideas | |
| RI.3.7 | Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). |
| RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). |
| RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. |
| Range of Reading and Level of Text Complexity | |
| RI.3.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. |
| RI.4: Key Ideas and Details | |
| RI.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RI.4.2 | Determine the main idea of a text and explain how it is supported by key details; summarize the text. |
| RI.4.3 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |
| Craft and Structure | |
| RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| RI.4.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |
| RI.4.6 | Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. |
| Integration of Knowledge and Ideas | |
| RI.4.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| RI.4.8 | Explain how an author uses reasons and evidence to support particular points in a text. |
| RI.4.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| Range of Reading and Level of Text Complexity | |
| RI.4.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.5: Key Ideas and Details | |
| RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
| Craft and Structure | |
| RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| RI.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |
| Integration of Knowledge and Ideas | |
| RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
| RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
| RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
| Range of Reading and Level of Text Complexity | |
| RI.5.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. |
| RI.6: Key Ideas and Details | |
| RI.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RI.6.2 | Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |
| RI.6.3 | Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
| Craft and Structure | |
| RI.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| RI.6.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |
| RI.6.6 | Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. |
| Integration of Knowledge and Ideas | |
| RI.6.7 | Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
| RI.6.8 | Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| RI.6.9 | Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). |
| Range of Reading and Level of Text Complexity | |
| RI.6.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.7: Key Ideas and Details | |
| RI.7.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RI.7.2 | Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. |
| RI.7.3 | Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |
| Craft and Structure | |
| RI.7.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. |
| RI.7.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |
| RI.7.6 | Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. |
| Integration of Knowledge and Ideas | |
| RI.7.7 | Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). |
| RI.7.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. |
| RI.7.9 | Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
| Range of Reading and Level of Text Complexity | |
| RI.7.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.8: Key Ideas and Details | |
| RI.8.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| RI.8.2 | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. |
| RI.8.3 | Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
| Craft and Structure | |
| RI.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| RI.8.5 | Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. |
| RI.8.6 | Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| Integration of Knowledge and Ideas | |
| RI.8.7 | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |
| RI.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |
| RI.8.9 | Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. |
| Range of Reading and Level of Text Complexity | |
| RI.8.10 | By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. |
| RI.9-10: Key Ideas and Details | |
| RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RI.9-10.2 | Determine a central idea of a text and analyze 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. |
| RI.9-10.3 | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. |
| Craft and Structure | |
| RI.9-10.4 | 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). |
| RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| RI.9-10.6 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. |
| Integration of Knowledge and Ideas | |
| RI.9-10.7 | 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. |
| RI.9-10.8 | 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. |
| RI.9-10.9 | 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. |
| Range of Reading and Level of Text Complexity | |
| RI.9-10.10 | By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.11-12: Key Ideas and Details | |
| RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| RI.11-12.2 | Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
| RI.11-12.3 | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
| Craft and Structure | |
| RI.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| RI.11-12.5 | Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. |
| RI.11-12.6 | Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. |
| Integration of Knowledge and Ideas | |
| RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| RI.11-12.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| RI.11-12.9 | Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. |
| Range of Reading and Level of Text Complexity | |
| RI.11-12.10 | By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. |
Reading Literature | |
| RL.K: Key Ideas and Details | |
| RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| RL.K.2 | With prompting and support, retell familiar stories, including key details. |
| RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| Craft and Structure | |
| RL.K.4 | Ask and answer questions about unknown words in a text. |
| RL.K.5 | Recognize common types of texts (e.g., storybooks, poems). |
| RL.K.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. |
| Integration of Knowledge and Ideas | |
| RL.K.7 | With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). |
| RL.K.8 | (Not applicable to literature) |
| RL.K.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
| Range of Reading and Level of Text Complexity | |
| RL.K.10 | Actively engage in group reading activities with purpose and understanding. |
| RL.1: Key Ideas and Details | |
| RL.1.1 | Ask and answer questions about key details in a text. |
| RL.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| RL.1.3 | Describe characters, settings, and major events in a story, using key details. |
| Craft and Structure | |
| RL.1.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
| RL.1.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. |
| RL.1.6 | Identify who is telling the story at various points in a text. |
| Integration of Knowledge and Ideas | |
| RL.1.7 | Use illustrations and details in a story to describe its characters, setting, or events. |
| RL.1.8 | (Not applicable to literature) |
| Rl.1.9 | Compare and contrast the adventures and experiences of characters in stories. |
| Range of Reading and Level of Text Complexity | |
| RL.1.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
| RL.2: Key Ideas and Details | |
| RL.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RL.2.2 | Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. |
| RL.2.3 | Describe how characters in a story respond to major events and challenges. |
| Craft and Structure | |
| RL.2.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| RL.2.5 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
| RL.2.6 | Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. |
| Integration of Knowledge and Ideas | |
| RL.2.7 | Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. |
| RL.2.8 | (Not applicable to literature) |
| RL.2.9 | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
| Range of Reading and Level of Text Complexity | |
| RL.2.10 | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.3: Key Ideas and Details | |
| RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| RL.3.2 | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. |
| RL.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |
| Craft and Structure | |
| RL.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| RL.3.5 | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. |
| RL.3.6 | Distinguish their own point of view from that of the narrator or those of the characters. |
| Integration of Knowledge and Ideas | |
| RL.3.7 | Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). |
| RL.3.8 | (Not applicable to literature) |
| RL.3.9 | Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). |
| Range of Reading and Complexity of Text | |
| RL.3.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. |
| RL.4: Key Ideas and Details | |
| RL.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RL.4.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| RL.4.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). |
| Craft and Structure | |
| RL.4.4 | Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). |
| RL.4.5 | Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. |
| RL.4.6 | Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. |
| Integration of Knowledge and Ideas | |
| RL.4.7 | Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. |
| RL.4.8 | (Not applicable to literature) |
| RL.4.9 | Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
| Range of Reading and Complexity of Text | |
| RL.4.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.5: Key Ideas and Details | |
| RL.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| RL.5.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. |
| RL.5.3 | Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). |
| Craft and Structure | |
| RL.5.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |
| RL.5.5 | Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
| RL.5.6 | Describe how a narrator’s or speaker’s point of view influences how events are described. |
| Integration of Knowledge and Ideas | |
| RL.5.7 | Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). |
| RL.5.8 | (Not applicable to literature) |
| RL.5.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
| Range of Reading and Complexity of Text | |
| RL.5.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. |
| RL.6: Key Ideas and Details | |
| RL.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RL.6.2 | Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. |
| RL.6.3 | Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. |
| Craft and Structure | |
| RL.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. |
| RL.6.5 | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
| RL.6.6 | Explain how an author develops the point of view of the narrator or speaker in a text. |
| Integration of Knowledge and Ideas | |
| RL.6.7 | Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. |
| RL.6.8 | (Not applicable to literature) |
| RL.6.9 | Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. |
| Range of Reading and Level of Text Complexity | |
| RL.6.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.7: Key Ideas and Details | |
| RL.7.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RL.7.2 | Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. |
| RL.7.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| Craft and Structure | |
| RL.7.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. |
| RL.7.5 | Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. |
| RL.7.6 | Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. |
| Integration of Knowledge and Ideas | |
| RL.7.7 | Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). |
| RL.7.8 | (Not applicable to literature) |
| RL.7.9 | Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. |
| Range of Reading and Level of Text Complexity | |
| RL.7.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.8: Key Ideas and Details | |
| RL.8.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
| RL.8.3 | Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
| Craft and Structure | |
| RL.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| RL.8.5 | Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. |
| RL.8.6 | nalyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. |
| Integration of Knowledge and Ideas | |
| RL.8.7 | Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. |
| RL.8.8 | (Not applicable to literature) |
| RL.8.9 | Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. |
| Range of Reading and Level of Text Complexity | |
| RL.8.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. |
| RL.9-10: Key Ideas and Details | |
| RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| RL.9-10.2 | 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. |
| RL.9-10.3 | 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. |
| Craft and Structure | |
| RL.9-10.4 | 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). |
| RL.9-10.5 | 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. |
| RL.9-10.6 | 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. |
| Integration of Knowledge and Ideas | |
| RL.9-10.7 | 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). |
| RL.9-10.8 | (Not applicable to literature) |
| RL.9-10.9 | 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). |
| Range of Reading and Level of Text Complexity | |
| RL.9-10.10 | 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. |
| RL.11-12: Key Ideas and Details | |
| RL.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| RL.11-12.2 | Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. |
| RL.11-12.3 | Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
| Craft and Structure | |
| RL.11-12.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) |
| RL.11-12.5 | Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. |
| RL.11-12.6 | Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
| Integration of Knowledge and Ideas | |
| RL.11-12.7 | Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) |
| RL.11-12.8 | (Not applicable to literature) |
| RL.11-12.9 | Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. |
| Range of Reading and Level of Text Complexity | |
| RL.11-12.10 | By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. |
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Creating a Product Advertisement using Persuasive Techniques
English Language ArtsGrade 34 steps
February 26, 2017
