Reading/Literature Standards
English Language Arts - Amherst Regional Middle School
Last Revision - 2/5/03

Concepts (what students should know) appear in bold.

Skills (what students should be able to do) appear in italics.

I.  Authors use specific forms and structures in creating text:

1.  Concept – Text can be assigned to a genre

Skills - Students will:

a.      Read selected works of non-fiction, fiction, drama, and poetry.

b.      Identify the specific characteristic of non-fiction, fiction, drama, and poetry.

2.  Concept – Text structure differs depending on genre and is classifiable and usually

     predictable

Skills - Students will:

a.      Locate and use common features of text structure: paragraphs, topic sentences, introduction, concluding sentences, & conclusion

b.      Identify and use knowledge of common organizational structures: logical order, comparison and contrast, and cause and effect relationships

c.       Demonstrate they can use specific features as cues using mentor texts (and/or writing)

d.      Recognize figurative language.

e.       Recognize use of arguments for and against an issue.

3.  Concept - Texts differ depending on genre.  Authors use specific devices, language, &

     structure to create them.

Fiction - When reading fiction student will:

a.      Locate and analyze elements of plot and characterization

b.      Use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.

Poetry - When reading poetry students will:

a. Identify, respond to, and analyze the effects of:

-  Sound (alliteration, onomatopoeia, internal rhyme, rhyme scheme)

-  Figurative language (personification,  metaphor, simile, hyperbole

-  Graphics/layout (punctuation, capital letters, line length, word position)

Non-fiction – When reading non-fiction or informational text students will:

a.  Recognize author’s purpose.

b.  Begin to identify common organizational structures such as logical order, comparison

     & contrast, cause and effect relationships.

c.  Recognize use of arguments for and against an issue.

d.  Identify evidence used to support an argument.

When reading any work of literature students will:

a.  Recognize and analyze how an author used language and structure to:

- Create  imagery and figurative language

-  Analyze story grammar: setting, characterization, plot ,tone mood, turning

   points, resolution.

II.   Readers bring meaning to text through a series of comprehension strategies.  These strategies

       are used before, during, and after reading.

4.  Concept – Reading is an active process

Skills: Students will:

a.      Practice creating mental and sensory images as a way of understanding text.

b.  Annotate through using comments or questions on post-its or in margins.

5.  Concept – Readers change how they read depending on their purpose for reading.

Skills: Students will:

a.      Determine/set a purpose for reading.

b.      Demonstrate changes in reading behavior for a variety of reading and research purposes.

6.  Concept – All text has a cultural & historical context.

Skills - Students will:

a. Synthesize text- incorporate background knowledge into interpretation of text.

b. Formulate and research relevant questions.

7.  Concept - There are many different points of view in a text (author, character, reader,

     & critic)

Skills - Students will:

a. Explore, interpret, act, write from one’s own and other’s  point of view (with empathy)

b. Compare/contrast point of view.

8.  Concept - The author’s perspective and student’s perspective are connected; both are

     valid even if they are different or opposite.

Skills - Students will:

a.      Connect text to teen culture and the students’ own lives. (Compare/contrast)

b.   Connect text to text.

c.   Explore author’s purpose.

9.  Concept - Reading is supposed to make sense. 

Skills - Students will:

a.   Retell what they have read.

b.   Demonstrate use of fix-up strategies if meaning is lost.

10. Concept - Readers determine importance before, during, and after reading.

Skills: Students will:

a.   Make inferences, formulate questions, predictions.

b.       Identify evidence used to support an argument.

c.       Explore concepts of theme in a literary work and author’s purpose in an expository text.

11. Concept - Textual evidence is used to support interpretation, inference and

      synthesis of text

Skills: Students will:

a.   Demonstrate use of evidence from text to evaluate, judge, discuss, argue, analyze,

      make inferences.

b.   Evaluate mentor texts for use of textual evidence.

12. Concept - Reading is enjoyable.

Skills: Students will:

a. Independently read a text of own choice for sustained period of time.

b. Recommend books to others with clear reasons.

13. Concept - Reading and writing are inextricably connected

Skills: Students will:

a. Link mentor texts to own writing.

b. Write about reading, read about writing.

14.  Concept - Word & language choices make a difference to the reader.

Skills: Students will:

a. Recognize common word parts (roots, suffixes, & prefixes).

b. Demonstrate vocabulary expansion in reading and writing.

c. Engage in word play.

d. Become familiar with the concept of etymology (origins or history of words).