10.53.406    READING STANDARDS FOR INFORMATIONAL TEXT

(1) Reading standards for informational text for a student at the kindergarten level are:

(a) with prompting and support, ask and answer questions about key details in a text;

(b) with prompting and support, identify the main topic and retell key details of a text;

(c) with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text and include texts by and about American Indians;

(d) with prompting and support, ask and answer questions about unknown words in a text and recognize words and phrases with cultural significance to American Indians;

(e) identify the front cover, back cover, and title page of a book;

(f) name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text;

(g) 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);

(h) with prompting and support, identify the reasons an author gives to support points in a text;

(i) with prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures); and

(j) actively engage in group reading activities with purpose and understanding.

(2) Reading standards for informational text for a student at the Grade 1 level are:

(a) ask and answer questions about key details in a text;

(b) identify the main topic and retell key details of a text;

(c) describe the connection between two individuals, events, ideas, or pieces of information in a text and include texts by and about American Indians;

(d) ask and answer questions to help determine or clarify the meaning of words and phrases in a text and recognize words and phrases with cultural significance to American Indians;

(e) 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;

(f) distinguish between information provided by pictures or other illustrations and information provided by the words in a text;

(g) use the illustrations and details in a text to describe its key ideas;

(h) identify the reasons an author gives to support points in a text;

(i) identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures); and

(j) with prompting and support, read informational texts appropriately complex for Grade 1.

(3) Reading standards for informational text for a student at the Grade 2 level are:

(a) ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text;

(b) identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text;

(c) describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text and include texts by and about American Indians;

(d) determine the meaning of words and phrases in a text relevant to a

Grade 2 topic or subject area and recognize words and phrases with cultural significance to American Indians;

(e) 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;

(f) identify the main purpose of a text, including what the author wants to answer, explain, or describe;

(g) explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text;

(h) describe how reasons support specific points the author makes in a text;

(i) compare and contrast the most important points presented by two texts on the same topic; and

(j) 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.

(4) Reading standards for informational text for a student at the Grade 3 level are:

(a) ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers;

(b) determine the main idea of a text; recount the key details, and explain how they support the main idea;

(c) 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 and include texts by and about American Indians;

(d) determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area;

(e) use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently;

(f) distinguish their own point of view from that of the author of a text;

(g) 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);

(h) describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence);

(i) compare and contrast the most important points and key details presented in two texts on the same topic; and

(j) 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.

(5) Reading standards for informational text for a student at the Grade 4 level are:

(a) refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text;

(b) determine the main idea of a text; explain how it is supported by key details; and summarize the text;

(c) 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 and include texts by and about American Indians;

(d) determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area;

(e) 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;

(f) compare and contrast a firsthand and secondhand account of the same event or topic, including those of American Indians and describe the differences in focus and the information provided;

(g) 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;

(h) explain how an author uses reasons and evidence to support particular points in a text;

(i) integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably; and

(j) 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.

(6) Reading standards for informational text for a student at the Grade 5 level are:

(a) quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text;

(b) determine two or more main ideas of a text, explain how they are supported by key details, and summarize the text;

(c) 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 and include texts by and about American Indians;

(d) determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area;

(e) 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;

(f) analyze multiple accounts of the same event or topic, including those of historical and contemporary American Indian events and topics, noting important similarities and differences in the point of view they represent;

(g) 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;

(h) explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s);

(i) integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably; and

(j) 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.

(7) Reading standards for informational text for a student at the Grade 6 level are:

(a) cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

(b) determine a central idea of a text and how it is conveyed through particular details and provide a summary of the text distinct from personal opinions or judgments;

(c) analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes);

(d) determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;

(e) 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;

(f) determine an author's point of view or purpose in a text and explain how it is conveyed in the text and include texts by and about American Indians;

(g) 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;

(h) trace and evaluate the argument and specific claims in a text, including texts by and about American Indians, distinguishing claims that are supported by reasons and evidence from claims that are not;

(i) 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) and include texts by and about American Indians; and

(j) 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.

(8) Reading standards for informational text for a student at the Grade 7 level are:

(a) cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

(b) determine two or more central ideas in a text; analyze their development over the course of the text; and provide an objective summary of the text;

(c) 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);

(d) determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and analyze the impact of a specific word choice on meaning and tone;

(e) 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;

(f) determine an author's point of view or purpose in a text, including those by and about American Indians, and analyze how the author distinguishes his or her position from that of others;

(g) 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);

(h) trace and evaluate the argument and specific claims in a text, including texts by and about American Indians, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims;

(i) 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 and include texts by and about American Indians; and

(j) 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.

(9) Reading standards for informational text for a student at the Grade 8 level are:

(a) cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text;

(b) determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas and provide an objective summary of the text;

(c) analyze how a text makes connections among and distinctions between individuals, ideas, cultures, or events (e.g., through comparisons, analogies, or categories);

(d) determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts;

(e) 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;

(f) determine an author's point of view or purpose in a text, including texts by and about American Indians, and analyze how the author acknowledges and responds to conflicting evidence or viewpoints;

(g) evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea;

(h) 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; and include texts by and about American Indians;

(i) analyze a case in which two or more texts provide conflicting information on the same topic; identify where the texts disagree on matters of fact or interpretation; and include texts by and about American Indians; and

(j) 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.

(10) Reading standards for informational text for a student at the Grade 9-10 level are:

(a) cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

(b) 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 and provide an objective summary of the text;

(c) 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;

(d) determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and 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, or how American Indian treaty language differs from everyday speech);

(e) 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);

(f) determine an author's point of view or purpose in a text, including texts by and about Montana American Indians, and analyze how an author uses rhetoric to advance that point of view or purpose;

(g) analyze various accounts of a subject told in different mediums, (e.g., a person's life story in both print and multimedia, paying specific attention to cultural nuances) determining which details are emphasized in each account;

(h) delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and identify false statements and fallacious reasoning;

(i) 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," Onondaga Chief Canassatego's address "On Colonizing Education"), including how they address related themes and concepts; and

(j) 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. By the end of Grade 10, read and comprehend literary nonfiction at the high end of the Grades 9-10 text complexity band independently and proficiently.

(11) Reading standards for informational text for a student at the Grade 11-12 level are:

(a) 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;

(b) 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 and provide an objective summary of the text;

(c) analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, cultures, or events interact and develop over the course of the text;

(d) determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and 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; how the use of "sovereignty" in official documents impacts legal and political relationship);

(e) 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;

(f) determine an author's point of view or purpose in a text, including texts by and about Montana American Indians, in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text;

(g) 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;

(h) delineate and evaluate the reasoning in seminal U.S. texts and those that dealt with American Indians, 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, American Indian policies);

(i) 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, Lincoln's Second Inaugural Address, American Indian treaties, and Iroquois Confederacy) for their themes, purposes, and rhetorical features; and

(j) 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. By the end of Grade 12, read and comprehend literary nonfiction at the high end of the Grades 11-CCR text complexity band independently and proficiently.

History: 20-2-114, MCA; IMP, 20-2-121, 20-3-106, 20-7-101, MCA; NEW, 2011 MAR p. 2520, Eff. 11/26/11.