Integration of Knowledge and Ideas 6.4.7.7 Compare and contrast the experience of reading a story, 252–253, 636, drama, or poem to listening to or viewing an audio, video, or live 686, 892, 896 version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Not Applicable to 6.4.8.8 Delineate and evaluate the argument and specific claims in a Literature per text, including the validity of the reasoning as well as the relevance CCSS guidelines and sufficiency of the evidence. 6.4.9.9 Compare and contrast texts in different forms or genres 75–85, 95–102, including those by and about Minnesota American Indians (e.g., 150–159, stories and poems; historical novels and fantasy stories) in terms of 192–212, their approaches to similar themes and topics. 213–227, 297, 303–309, 332–349, 408, 637–642, 732–751 The opportunity to address this objective in relation to Minnesota American Indians is available. See the following: 312-318, Range of Reading and Level of Text Complexity 6.4.10.10 By the end of the year, read and comprehend literature 243, 361, 441, and other texts including stories, dramas, and poems, in the grades 487, 547, 562, 6–8 text complexity band proficiently and independently with 572, 687, 720, appropriate scaffolding for texts at the high end of the range.. 799–813 a. Self-select texts for personal enjoyment, interest and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. Reading Standards for Informational Text Key Ideas and Details
Integration of Knowledge and Ideas 6.4.7.7 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. 252–253, 636, 686, 892, 896 6.4.8.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Not Applicable to Literature per CCSS guidelines 6.4.9.9 Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 75–85, 95–102, 150–159, 192–212, 213–227, 303–309, 332–349, 637–642, 732–751 The opportunity to address this objective in relation to Minnesota American Indians is available. See the following: 312-318, Range of Reading and Level of Text Complexity 6.4.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.. a. Self-select texts for personal enjoyment, interest and academic tasks. b. Read widely to understand multiple perspectives and pluralistic viewpoints. 243, 361, 441, 487, 547, 562, 572, 687, 720, 799–813 Reading Standards for Informational Text Key Ideas and Details 297, 408,