Reading Standards for Informational Text & Literature - SAU 14

Reading 

Reading instruction is divided into two main areas. Reading for information is actually used in all 

content areas and is the main reason that we learn to read! Thus the standards here focus more on 

reading non-fictional materials including primary sources, textbooks, and other forms of communication 

that are not considered literature. The other major area is literature where students learn about the 

different genres such as drama, science fiction, historical fiction, and poetry. Reading standards in both 

informational text and literary text cycle through all of the grade levels. 

Kindergarten 

Reading for Information 

Standards 

Key Ideas and Details 

1. With prompting and support, ask and answer 

questions about key details in a text. 

2. With prompting and support, identify the main 

topic and retell key details of a text. 

3. With prompting and support, describe the 

connection between two individuals, events, 

ideas, or pieces of information in a text. 

Craft and Structure 

4. With prompting and support, ask and answer 

questions about unknown words in a text. 

5. Identify the front cover, back cover, and title 

page of a book. 

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 


relationship between illustrations and the text 

in which they appear (e.g., what person, place, 

thing, or idea in the text an illustration 

depicts). 

8. With prompting and support, identify the 

reasons an author gives to support points 

in a text. 

9. With prompting and support, identify basic 

similarities in and differences between two 

I can… Statements 

I can ask questions about the story. 

I can find the main idea of the story and tell some 

details about it. 

I can make text to text connections. 

I can make text to self connections. 

I can make text to world connections. 

I can ask and answer questions about unknown 

words in a non-fiction text. 

I can find the front cover of a book. 

I can find the back cover of a book. 

I can find the title page of a book. 

I can name the author and explain his/her role. 

I can name the illustrator and explain his/her role. 

I can talk about pictures in a non-fiction text. 

I can give details an author gives to help make 

points about a text. 

I can tell what is the same about two texts. 

I can tell the differences between two texts. 

Reading Standards – Informational Text and Literature Epping School District Page 1 of 16

texts on the same topic (e.g., in illustrations, 

descriptions, or procedures) 

Range of Reading and Level of Text Complexity 

10. Actively engage in group reading activities 

with purpose and understanding. 

I can read non-fiction at my “just right” level. 

Grade One 



1. Ask and answer questions about key details 

in a text. 

2. Identify the main topic and retell key details 

of a text. 

3. Describe the connection between two 

individuals, events, ideas, or pieces of 

information in a text. 


4. Ask and answer questions to help determine 

or clarify the meaning of words and phrases in 

a text. 

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. 

6. Distinguish between information provided by 

pictures or other illustrations and information 

provided by the words in a text. 


7. Use the illustrations and details in a text to 

describe its key ideas. 

8. Identify the reasons an author gives to 

support points in a text. 

9. Identify basic similarities and differences 

between two texts on the same topic (e.g., in 

illustrations, descriptions, or procedures.) 


10. With prompting and support read 

informational texts appropriately complex for 

grade 1. 


I can ask questions before, during, and after reading 

a story. 

I can identify a main topic and retell key details in a 

story. 

I can make text to text connections. 

I can make text to self connections. 

I can make text to world connections. 

I can read for meaning in non-fiction. 

I can find headings in non-fiction texts. 

I can find and use a table of contents. 

I can find a glossary. 

I can use a glossary with support. 

I can read pictures and labels in a non-fiction text. 

I can look at pictures to tell key ideas. 

I can read “fun facts” or insert boxes. 

I can learn new information from more than one 

text. 

I can find the same information from text to text. 

I can read non-fiction at my “just right” level. 


Grade Two 



1. Ask and answer such questions as who, what, 

where, when, why, and how to demonstrate 

understanding of key details. 

2. Identify the main topic of a multi-paragraph 

text as well as the focus of specific paragraphs 

within the text. 

3. Describe the connection between a series of 

historical events, scientific ideas or concepts, or 

steps in technical procedures in a text. 


4. Determine the meaning of words and phrases 

in a text relevant to a grade 2 topic or subject 

area. 

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. 

6. Identify the main purpose of a text, including 

what the author wants to answer, explain, or 

describe. 


7. Explain how specific images (e.g., a diagram 

showing how a machine works) contribute to 

and clarify a text. 

8. Describe how reasons support specific points 

the author makes in a text. 

9. Compare and contrast the most important 

points presented by two texts on the same 

topic. 


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. 

Grade Three 



1. Ask and answer questions to demonstrate 

understanding of a text, referring explicitly to 

the text as the basis for the answers. 


I can ask who, what, when, why and how to show I 

understand the details of a text. 

I can identify the main idea in a text of more than 

one paragraph. 

I can describe the connection between historical 

or scientific ideas or concepts or steps in a 

procedure. 

I can use text to figure out the meaning of words 

I can use text features and search tools to find 

information that is important to my topic. 

I can compare my point of view to the author’s. 

I can use information from illustrations and text to 

show I understand how key events occur. 

I can compare or show cause/effect and sequence 

in sentences and paragraphs. 

I can compare and contrast important points and 

details in two texts. 

I can use and understand informational text 

independently and proficiently. 


I can ask and answer questions to show I 

understand my text and refer back to my text for 

the answer. 


2. Determine the main idea of a text, recount the 

key details, and explain how the support the 

main idea. 

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. 


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. 

5. Use text features and search tools, (e.g., key 

words, sidebars, hyperlinks) to locate 

information relevant to a given topic. 

6. Distinguish their own point of view from that of 

the author of a text. 


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 events occur). 

8. Describe the logical connection between 

particular sentences and paragraphs in a text 

(e.g., comparison, cause/effect, 

first/second/third in a sequence). 

9. Compare and contrast the most important 

points and key details presented in two texts on 

the same topic. 

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 grades 2-3 text complexity band 


I can find the main idea of a text and tell the key 

details and explain how they support the main 

idea. 

I can use language about time, sequence and 

cause/effect to describe the relationship between 

historical events, scientific ideas, or steps in 

procedures. 

I can use text to figure out the meaning of words. 

I can use text features and search tools to find 

information that is important to my topic. 

I can compare my point of view to the author’s. 

I can use information from illustrations and text to 

show I understand how key events occur. 

I can compare or show cause/effect and sequence 

sentences and paragraphs. 

I can compare and contrast important points and 

details in 2 texts. 



Grade Four 



1. Refer to details and examples in a text when 

explaining what the text says explicitly and 

when drawing inferences from the text. 

2. Determine the main idea of a text and explain 

how it is supported by key details; summarize 

the text. 

3. Explain events, procedures, ideas, or concepts 

in a historical, scientific, or technical text, 


I can show details and explain examples 

I can identify the main ides of a text 

I can 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. 


4. Determine the meaning of general academic 

and domain-specific words or phrases in a text 


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. 

6. Compare and contrast a firsthand and 

secondhand account of the same event or topic; 

describe the differences in focus and the 

information provided. 


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. 

8. Explain how an author uses reasons and 

evidence to support particular points. 

9. Integrate information from two texts on the 

same topic in order to write or speak about the 

subject knowledgeably. 


literature, including stories, dramas, and poetry, 

at the high end of the grades 4-5 text 

complexity band independently and 

proficiently. 

including what happened and why. 

I can use text to figure out the meaning of words. 

I can identify the structure of events, ideas, 

concepts, or information in a text or part of a text. 

I can compare and contrast the firsthand and 

secondhand version of the same event or topic. 

I can understand information given visually and 

orally. 

I can understand information that can be 

measured or given in numerical terms.(e.g., in 

charts, graphs, diagrams, time lines, animation, or 

interactive elements on Web pages) and explain 

how the information adds to the text in which it 

appears. 

I can explain how an author uses details, and show 

evidence of certain points. 

I can add information from two texts on the same 

topic to write or speak about a topic. 



Grade Five 



1. Quote accurately from a text when explaining 

what the test says explicitly and when drawing 

inferences from the text. 

2. Determine two or more main ideas of a text and 

explain how they are supported by key details; 

summarize the text. 

3. Explain the relationships between two or more 

individuals, events, ideas, or concepts in a 

historical, scientific, or technical text based on 


I can quote accurately from a text. 

I can explain two or main ideas and use details to 

support my answers. 

I can explain a relationship between two or more 

individuals, ideas, or concepts in a historical, 

scientific, or technical text. 


specific information in the text. 


4. Determine the meaning of general academic and 

domain-specific words and phrases in a text 


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. 

6. Analyze multiple accounts of the same event or 

topic, noting important similarities and 

differences in the point of view they represent. 


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. 

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). 

9. Integrate information from several texts on the 

same topic in order to write or speak about the 

subject knowledgeably. 



at the high end of the grades 4-5 text complexity 

band independently proficiently. 

I can use text to figure out words that are grade 5 

specific. 

I can compare and contrast the structure of 

events, ideas, concepts, or information in two or 

more texts. 

I can look at many books on the same topic, 

telling the important similarities and differences. 

I can use multiple forms of print or digital 

sources, to locate an answer to a question quickly 

or to solve a problem. 

I can use evidence to explain how an author uses 

reasons to support certain points in a text. 

I can use different texts on the same topic in 

order to write or speak about the subject 

skillfully. 

I can use and understand different texts, stories, 

dramas, poetry, independently and skillfully or 

expertly. 

Key Ideas 

and details 

Craft and 

structure 

Middle School 

6 th Grade 7 th Grade 8 th Grade 

Understand inferences Make inferences 

Find main 

idea/summarize 

Trace the development of 

a character 

Define words and phrases 

used in text 

Show how sentences, 

paragraphs, or chapters fit 

in the overall text 

Find two or more main 

ideas and trace their 

development 

Show how characters, 

events, and ideas 

influence each other 

Define words and show 

how they affect tone 

Figure out how the 

structure of the text helps 

the development of ideas 

Summarize text by 

pointing out the main 

idea and tracing its 

development 

Show how characters, 

ideas, and events are 

connected 

Define words and show 

how word choice affects 

tone 

Analyze a paragraph and 

show how sentences 


Integration 

of Knowledge 

and Ideas 

Range of 

Reading and 

Level of Text 

Complexity 

Identify author’s point of 

view or purpose and 

explain how it shows in 

the text 

Understand information 

presented in forms other 

than words 

Find arguments in text 

and determine if they are 

supported by facts 

Compare different 

authors’ presentations of 

facts on the same subject 

Read and understand 

literary non-fiction 

proficiently 

State the author’s 

purpose and show how it 

differs from other points 

of view 

Compare and contrast 

audio or visual versions of 

a text to the text itself 

Determine if evidence of 

arguments in a text 

supports the argument 

See if two or more 

authors writing about the 

same topic offer different 

points of view 



proficiently 

develop a main concept. 

Determine the author’s 

point of view and show 

how the author reacts to 

other points of view 

Show positive or negative 

points about using 

different types of media 

to present an idea 

Look at an argument and 

decide if the evidence is 

valid and find evidence 

that is not valid 

Look at two or more 

pieces of writing on the 

same topic and show 

where they agree or 

disagree 



proficiently 

High School 

Grades 9 and 10 Grades 11 and 12 

Key Ideas 

and details 

Craft and 

structure 

State what the text says and use 

evidence to support conclusions and 

inferences 

Summarize text by pointing out the main 

idea and tracing its development 

Analyze how ideas and events are 

introduced and developed 

Show how word choice affects tone 

through figurative, connotative, and 

technical meanings 

Understand how an author’s ideas or 

claims are developed 

Recognize the author’s point of view and 

Recognize when and infer from matters 

(that are) left uncertain 

Recognize multiple central ideas 

Analyze how ideas and events interact 

and develop over the course of a text 

Understand how the author refines the 

meaning of key terms 

Evaluate the effectiveness of an 

argument’s structure 

Analyze how the rhetorical structures of 


how said author uses rhetoric to 

advance that point of view 

style and content create effective and 

powerful arguments 

Integration 

of Knowledge 

and Ideas 

Range of 



Complexity 

Compare the same theme in different 

mediums 

Delineate and evaluate arguments and 

claims 

Analyze seminal US documents 

Comprehend 9 th -10 th grade text 

complexity 

Compare the same theme in multiple 

mediums 

Delineate and evaluate the reasoning in 

US texts 

Analyze 17 th , 18 th , and 19 th century 

foundational US documents for 

rhetorical features. 

Comprehend 11 th grade College and 

Career Ready (CCR) text complexity 

Reading Literature 

Kindergarten 



1. With prompting and support, ask and 

answer questions about key details in a 

text. 

2. With prompting and support, retell 

familiar stories, including key details. 

3. With prompting and support, identify 

characters, settings, and major events in a 

story. 


4. With prompting and support, ask and 

answer questions about unknown words in 

a text. 

5. Recognize common types of texts (e.g., 

storybooks, poems). 

6. With prompting and support, name the 

author and illustrator of a story and define 

roles of each in telling the story. 


I can ask and answer questions about the 

text. 

I can retell stories I know. 

I can tell the characters of a story. 

I can tell the setting of a story. 

I can tell the problem of a story. 

I can ask and answer questions about words I 

don’t know in a story. 

I can tell the difference between types of text 

(fiction & non-fiction). 

I can name the author and define his/her 

role. 

I can name the illustrator and name his/her 

role. 




relationship between illustrations and the 

text in which they appear (e.g., what 

person, place, thing, or idea in the text an 

illustration depicts). 

8. (not applicable to literature) N/A 

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 

10. Actively engage in group reading 

activities with purpose and understanding. 

I can use illustrations and details in a story to 

tell its characters, setting, or events. 

I can compare and/contrast the adventures 

and experiences of characters in stories I 

know. 

I can read in group activities with purpose 

and understanding. 

Grade One 



1. Ask and answer questions about key details in 

a text. 

2. Retell stories, including key details, and 

demonstrate understanding of their central 

message or lesson. 

3. Describe characters, settings, and major 

events in a story using key details. 


4. Identify words and phrases in stories or poems 

that suggest feelings or appeal to the senses. 

5. Explain major difference between books that 

tell stories and books that give information, 

drawing on a wide range of texts. 

6. Identify who is telling the story at various 


I can ask and answer questions about key details in 

text. 

I can retell stories with beginning, middle and end. 

I can retell stories using story elements. 

I can retell the main idea. 

I can identify characters, setting, problem, and 

solution. 

I can highlight words or phrases that create a 

mental image. 

I can tell the difference between fiction and nonfiction 

I can identify which character is telling the story. 

points in a text. 

(Thinking bubbles, talking bubbles, etc…) 


I can use illustrations and details in a story to 

7. Use illustrations and details in a story to describe its characters, setting, or events. (first, 

describe its characters, setting, or events. then, next…) 


9. Compare and contrast the adventures and I can make text to text connections. 

experiences of characters in stories. 

Range of Reading and Level of Text 

I can read poetry in my “reader’s voice.” 

Complexity 

10. With prompting and support, read prose and 

poetry of an appropriate complexity for grade 


Grade Two 



1. Ask and answer such questions as who, what, 

where, when, why, and how to demonstrate 

understanding of key details. 

2. Recount stories, including fables and folktales 

from diverse cultures, and determine their 

central message, lesson, or moral. 

3. Describe how characters in a story respond to 

major events and challenges. 


4. Describe how words and phrases (e.g., regular 

beats, alliteration, rhymes, repeated lines) 

supply rhythm and meaning to a story, poem, 

or song. 

5. Describe the overall structure of a story, 

including describing how the beginning 

introduced the story and the ending concludes 

the action. 

6. Acknowledge differences in the points of view 

of characters, including by speaking in a 

different voice for each character, when 

reading dialogue aloud. 


7. Use information gained from the illustrations 

and words in a print or digital text to 

demonstrate understanding of its characters, 

setting, or plot. 


9. Compare and contrast two or more versions of 

the same story (e.g., Cinderella stories) by 

different authors or from different cultures. 



literature, including stories and poetry, in the 

grade 2-3 text complexity band proficiently with 

scaffolding as needed at the high end of the 

range. 



understand the text. 

I can retell stories and determine the main 

message (lesson or moral) and tell how it is shown 

in a text. 

I can talk about the character’s traits, motivations 

or feelings and how they add to the events of the 

text. 

I can talk about how words and phrases give 

meaning to a story, poem, or song. 

I can use story elements to describe the overall 

structure of a story to introduce the beginning, 

and the end to conclude the action. 

I can determine the different points of view of 

characters by speaking in a different voice for each 

character. 

I can use illustrations to help me understand 

characters, setting or plot. 

I can compare and contrast two or more versions 

of the same story. 

I can read and understand complex stories 

independently and accurately. 


Grade Three 



1. Ask and answer questions to demonstrate 

understanding of a text referring explicitly to 

the text as the basis for the answers. 

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. 

3. Describe characters in a story (e.g., their traits, 

motivations, or feelings) and explain how their 

actions contribute to the sequence of events. 



as they are used in a text distinguishing literal 

from nonliteral language. 

5. Refer to parts of stories, drama, and poems 

when writing or speaking about a text using 

terms such as chapter, scene, and stanza; 

describe how each successive part build on 

earlier sections. 

6. Distinguish their own point of view from that of 

the narrator or those of the characters. 


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). 


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). 



literature, including stories, dramas, and 

poetry, at the high end of the grades 2-3 text 

complexity band independently and 

proficiently. 



understand the text. 

I can retell stories and determine the main 

message (lesson or moral) and tell how it is shown 

in the text. 

I can talk about the characters’ traits, motivations, 

or feelings, and how they add to the events of the 

text. 

I can tell what the words and phrases mean and 

say if they are literal or non-literal. 

I can use words such as chapter, scene, and stanza 

when talking or writing about stories, dramas and 

poems. 

I can distinguish my point of view from that of the 

narrator or those of the characters. 

I can use illustrations to help me understand the 

words of the story. 

I can compare and contrast themes, setting and 

plots of stories written by the same author. 

I can read and understand complex literature 



Grade Four 



1. Refer to details and examples in a text when 

explaining what the text says explicitly and 

when drawing inferences from the text. 

2. Determine a theme of a story, drama, or poem 

from details in the text; summarize the text. 

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). 



as they are used in a text including those that 

allude to significant characters found in 

mythology (e.g. Herculean). 

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. 

6. Compare and contrast the point of view from 

which different stories are narrated including 

the difference between first- and third-person 

narrations. 


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. 


9. Compare and contrast the treatment of similar 

themes and topics (e.g., the quest) in stories, 

myths, and traditional literature from different 

cultures. 




at the high end of the grades 4-5 text 

complexity band independentlyand proficiently. 


I can state details and examples from text when 

explaining what the text says. 

I can state information from text from inferences. 

I can tell what the theme of a story, drama, or 

poem is from details in the text. 

I can summarize the text. 

I can talk about story elements by giving specific 

details in a text. 

I can tell what the words and phrases used in a 

text mean including those that refer to important 

characters found in mythology. 

I can explain the major differences between 

poems, drama, and prose when writing or 

speaking about a text. 

I can compare and contrast the point of view from 

stories . 

I can discuss different presentations of text. 

I can compare and contrast the treatment of 

topics in literature from different cultures. 

I can read and understand complex literature 



Grade Five 



1. Quote accurately from a text when explaining 

what the text says explicitly and when drawing 

inferences from the text. 

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. 

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). 



as they are used in a text, including figurative 

language such as metaphors and similes. 

5. Explain how a series of chapters, scenes, or 

stanzas fits together to provide the overall 

structure of a particular story, drama, or poem. 

6. Describe how a narrator’s or speaker’s point of 

view influences how events are described. 


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). 


9. Compare and contrast stories in the same genre 

(e.g., mysteries and adventure stories) on their 

approaches to similar themes and topics. 



literature, including stories, dramas, and 

poetry, at the high end of the grades 4-5 text 

complexity band independently proficiently. 


I can explain inferences by quoting accurately from 

what I have read. 

I can summarize the text by discussing theme, 

character and/or narrator in a story, drama or 

poem. 

I can compare and contrast characters, settings 

and plot using specific details from the text. 

I can determine meaning by using cues in the text 

and can discuss figurative language. 

I can explain how parts of a story, drama or poem 

fit together. 

I can describe point of view and how it impacts 

how an event is described. 

I can analyze how different visual and multimedia 

elements contribute to the meaning of text. 

I can compare and contrast stories in the same 

genre. 

I can read and comprehend text written at my 

grade level. 


Middle School 

6th Grade 7th Grade 8th Grade 

Key Ideas and 

details 

Craft and 

structure 

Use evidence to make 

inferences 

Summarize text and find 

theme and main ideas 

Relate plot in sequence 

and show how characters 

react to change 

Define words in context 

and show how word 

choice affects tone 

Show how a section of a 

text fits in and how it 

helps develop themes, 

setting, or plots 

Recognize the narrator’s 

point of view 

Show evidence to support 

what the text means 

Summarize the text and 

trace the development of 

the main idea or theme 

Show how the elements 

of a story work together 

Define words in context, 

interpret figurative 

language, understand 

rhyme and theme and the 

repeating of sounds, and 

show how they affect the 

text 

Show how a drama’s or 

poem’s form helps get 

across the meaning 

Show how the author 

develops the different 

points of view of the 

characters or narrators 

Show evidence about 

what the text means and 

interpret inferences in 

the text 

Summarize a text and find 

the main idea and how it 

is supported by details 

Show how dialogue or 

incidents in a text affect 

the action, tell us about 

the character, and help 

the characters come to a 

decision 

Define words from 

context including 

figurative language, and 

point out references to 

the text 


two or more texts and 

point out the different 

structures of the texts 

Show how the different 

points of view of the 

characters and the 

audience or reader create 

suspense or humor 

Integration of 

Knowledge 

and Ideas 


reading a story to viewing 

or listening to it 


different forms of 

literature on the same 

theme or topics 

Compare and contrast a 

written piece of literature 

to its audio, filmed, 

staged, or multimedia 

version 


fictional and historical 

pieces written about the 

same time, place, or 

character 

Show how filmed or live 

performances of a story 

or drama are similar to 

the original text 

Show how modern 

literature refers to myth, 

traditional stories, or 

religious works 

Reading Standards – Informational Text and Literature Epping School District Page 14 of 16

Range of 



Complexity 


literature including 

stories, dramas, and 

poems proficiently at 

grade level 





grade level 





grade level 

High School 

Grades 9 and 10 Grades 11 and 12 

Key Ideas and 

details 

Craft and 

structure 

Integration of 

Knowledge 

and Ideas 

Show evidence about what the text 

means and interpret inferences in the 

text 

Understand how theme emerges 

Analyze how characters develop and 

interact 

Define words from context including 

figurative language, and point out 

references to the text 

Understand how structure manipulates 

a story’s timeline 

Read literature from outside the USA 

Compare the same subject or key scene 

in different mediums 

Analyze how an author transforms 

material into new forms 

Recognize when matters are left 

uncertain 

Determine two or more themes and 

analyze how they interact to produce a 

complex account. 

Analyze author’s choices for developing 

elements of a story or drama 

Analyze the impact of specific word 

choice on meaning and tone, including 

words with multiple meanings or 

language that is fresh, engaging, or 

beautiful (include Shakespeare) 

Analyze how an author’s choices for 

structure contribute to the overall 

meaning. 

Distinguish between what is directly 

stated and what is really meant (satire, 

sarcasm, irony, and understatement) 

Analyze multiple interpretations or a 

story, drama, or poem, evaluating how 

each interprets the source text (include 

Shakespeare and an American 

dramatist) 

Analyze how two or more texts from 

the 18 th , 19 th , and early 20 th Century 

foundational American Literature treat 


similar themes 

Range of 



Complexity 

Comprehend 9 th -10 th grade text 

complexity 

Comprehend 11 th grade CCR text 

complexity

Reading Standards for Informational Text & Literature - SAU 14

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