Reading. Reading for Information. Kindergarten. I can give details an author gives to help make points about a text.

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1 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 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. 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. 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). 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 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 Informational Text and Literature Epping School District Page 1 of 16

2 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.) Range of Reading and Level of Text Complexity 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. Reading Informational Text and Literature Epping School District Page 2 of 16

3 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. Range of Reading and Level of Text Complexity 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. Reading Informational Text and Literature Epping School District Page 3 of 16

4 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 independently and proficiently. 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. I can use and understand informational text independently and proficiently. 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, Reading Informational Text and Literature Epping School District Page 4 of 16

5 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 relevant to a grade 4 topic or subject area. 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. 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. 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. I can use and understand informational text independently and proficiently. 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. Reading Informational Text and Literature Epping School District Page 5 of 16

6 specific information in the text. 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. 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. 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 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 Reading Informational Text and Literature Epping School District Page 6 of 16

7 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 Read and understand literary non-fiction 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 Read and understand literary non-fiction 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 Reading Informational Text and Literature Epping School District Page 7 of 16

8 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 Reading and Level of Text 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. Reading Informational Text and Literature Epping School District Page 8 of 16

9 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). 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 ) 8. (not applicable to literature) N/A 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 Reading Informational Text and Literature Epping School District Page 9 of 16

10 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. 8. (not applicable to literature) N/A 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 10. By the end of the year, read and comprehend 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. I can ask and answer questions to show I 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. Reading Informational Text and Literature Epping School District Page 10 of 16

11 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. 4. Determine the meaning of words and phrases 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). 8. (not applicable to literature) N/A 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 Level of Text Complexity 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. I can ask and answer questions to show I 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 independently and accurately. Reading Informational Text and Literature Epping School District Page 11 of 16

12 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). 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). 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. 8. (not applicable to literature) N/A 9. Compare and contrast the treatment of similar themes and topics (e.g., the quest) in stories, myths, and traditional literature from different cultures. Range of Reading and Level of Text Complexity 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 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 independently and accurately. Reading Informational Text and Literature Epping School District Page 12 of 16

13 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). 4. Determine the meaning of words and phrases 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). 8. (not applicable to literature) N/A 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 Level of Text Complexity 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 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. Reading Informational Text and Literature Epping School District Page 13 of 16

14 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 Compare and contrast 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 Compare and contrast reading a story to viewing or listening to it Compare and contrast 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 Compare and contrast 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 Informational Text and Literature Epping School District Page 14 of 16

15 Range of Reading and Level of Text Complexity Read and understand literature including stories, dramas, and poems proficiently at grade level Read and understand literature including stories, dramas, and poems proficiently at grade level Read and understand literature including stories, dramas, and poems proficiently at 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 Reading Informational Text and Literature Epping School District Page 15 of 16

16 similar themes Range of Reading and Level of Text Complexity Comprehend 9 th -10 th grade text complexity Comprehend 11 th grade CCR text complexity Reading Informational Text and Literature Epping School District Page 16 of 16

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