| A | B | C | D | E | F | H | I | J | K | L | M | N | O | P | R | S | |
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1 | Graduation Standard | Standard Description | Performance Indicator | Description of Performance Indicator | Marzano Cognitive Complexity Level | Maine Learning Results | Grade Level(s) | Graduation Standard | Standard Description | Performance Indicator | Description of Performance Indicator | Marzano Cognitive Complexity Level | Maine Learning Results | Grade Level(s) | |||
2 | Reading Comprehension | Read and comprehend appropriately complex literary and informational texts independently and proficiently | A | Determine the theme or central ideas of the text, analyze its development including its relationship to character, setting, and plot, and provide an objective summary. | Analysis | RL.2 | 6-8 | Reading Comprehension | Read and comprehend appropriately complex literary and informational texts independently and proficiently | A | Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. | Analysis | RL.2 | 9-12 | |||
3 | B | Determine a central idea of the text, analyze its development including its relationship to supporting ideas, and provide an objective summary. | Analysis | RI.2 | 6-8 | B | Determine the central ideas of a text, analyze their development, and provide an objective summary. | Analysis | RI.2 | 9-12 | |||||||
4 | C | Analyze how any genre of text makes connections among and distinctions between individuals, ideas, or events. | Analysis | RL+RI.3 | 6-8 | C | Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. | Analysis | RL+RI.3 | 9-12 | |||||||
5 | D | Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone. | Comprehension | RL+RI.4; L.4,5,6 | 6-8 | D | Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone. | Analysis | RL+RI.4; L.4,5,6 | 9-12 | |||||||
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7 | Reading Interpretation | Interpret, analyze, and evaluate appropriately complex literary and informational texts. | A | Cite textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences drawn from the text. | Analysis | RL+RI.1 | 6-8 | Reading Interpretation | Interpret, analyze, and evaluate appropriately complex literary and informational texts. | A | Cite strong and thorough textual evidence to support an analysis of the text, including any applicable primary or secondary sources, and determine both explicit and implicit meanings, such as inferences that can be drawn from the text and where the text leaves matters uncertain | Analysis | RL+RI.1 | 9-12 | |||
8 | B | Compare and contrast the structure of two or more literary and informational texts and analyze how the differing structure of each text contributes to its meaning and style. | Analysis | RL+RI.5 | 6-8 | B | Analyze how an author chose to structure a text and how that structure contributes to the text’s meaning and its aesthetic and rhetorical impact. | Analysis | RL+RI.5 | 9-12 | |||||||
9 | C | Determine an author’s point of view, purpose, or rhetorical strategies in a text, analyzing how conflicting evidence and points of view impact the text, or how a character’s point of view creates effects such as suspense or humor. | Analysis | RI+RL.6 | 6-8 | C | Determine an author’s point of view, purpose, or rhetorical strategies in a text, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. | Analysis | RL+RI.6 | 9-12 | |||||||
10 | D | Evaluate the advantages and disadvantages of using different media to present a topic, idea, or literary work | Analysis | RL+RI.7 | 6-8 | D | Evaluate content and multiple sources of information presented in diverse media and formats to interpret literature, address a question or solve a problem. | Analysis | RL+RI.7 | 9-12 | |||||||
11 | E | 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 irrelevant. | Analysis | RI.8 | 6-8 | E | Delineate and evaluate the argument and specific claims in a text, including seminal U.S. texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. | Analysis | RI.8 | 9-12 | |||||||
12 | F | Analyze how multiple texts demonstrate factual or interpretive agreement, conflict, or different information on the same topic, and draw on themes, patterns or character types from a variety of literary and informational texts. | Analysis | RL+RI.9 | 6-8 | F | Integrate information from diverse sources, including foundational U.S. documents, into a coherent understanding of an idea or event, noting discrepancies and agreement among sources. | Analysis | RL+RI.9 | 9-12 | |||||||
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14 | Writing Arguments | Write clear and coherent arguments for a range of tasks, purposes, and audiences. | Write arguments to support claims with clear reasons and relevant evidence that: (W.1) | A | Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evi- dence logically. | Comprehension | W.1a | 6-8 | Writing Arguments | Write clear and coherent arguments for a range of tasks, purposes, and audiences. | Write arguments to support claims with clear reasons and relevant evidence that: (W.1) | A | Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims. | Analysis | W.1a | 9-12 | |
15 | B | Support claim(s) with logical reasoning and relevant evidence. | Comprehension | W.1b | 6-8 | B | Develop claim(s) and counterclaims fairly and thoroughly. | Comprehension | W.1b | 9-12 | |||||||
16 | C | Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. | Comprehension | W.1c | 6-8 | C | Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. | Analysis | W.1c | 9-12 | |||||||
17 | D | Establish and maintain a formal style. | Retrieval | W.1d | 6-8 | D | Establish and maintain a formal style and objective tone. | Comprehension | W.1d;W.2e | 9-12 | |||||||
18 | E | Provide a concluding statement or section that follows from and supports the argument presented. | Retrieval | W.1e | 6-8 | E | Provide a concluding statement or section that follows from and supports the argument presented. | Comprehension | W.1e | 9-12 | |||||||
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20 | Writing Informative and Narrative Texts | Produce clear and coherent informative and narrative writing for a range of tasks, purposes, and audiences | Write informative/explanatory texts to examine and convey ideas, concepts, and information that: (W.2; L.3) | A | Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories. | Comprehension | W.2a | 6-8 | Writing Informative and Narrative Texts | Produce clear and coherent informative and narrative writing for a range of tasks, purposes, and audiences | Write informative/explanatory texts to examine and convey ideas, concepts, and information that: (W.2; L.3) | A | Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole | Analysis | W.2a | 9-12 | |
21 | B | Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. | Comprehension | W.2b | 6-8 | B | Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic | Analysis | W.2b | 9-12 | |||||||
22 | Write narratives to develop real or imagined experiences or events that: (W3) | C | Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. | Comprehension | W.3a | 6-8 | Write narratives to develop real or imagined experiences or events that: (W3) | C | Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. | Analysis | W.3a | 9-12 | |||||
23 | D | Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. | Comprehension | W.3b | 6-8 | D | Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | Analysis | W.3b | 9-12 | |||||||
24 | For both informative and narrative pieces of writing: | E | Use appropriate and varied transitions to create cohesion and clarify the relationships among, ideas, concepts, events and/or experiences. | Comprehension | W.2c; W.3c | 6-8 | For both informative and narrative pieces of writing: | E | Use appropriate and varied techniques, transitions and syntax to link the major sections of the text, create cohesion, clarify the relationships among complex ideas and concepts, and build toward a particular outcome. | Knowledge Utilization | W.2c; W.3c | 9-12 | |||||
25 | F | Use precise language, domain-specific vocabulary, and descriptive details to explain a topic or convey experiences. | Retrieval | W.2d; W.3e | 6-8 | F | Use precise language, domain-specific vocabulary, telling details and techniques to explain complex topics and convey vivid experiences, events, and/or characters. | Comprehension | W.2d; W.3d | 9-12 | |||||||
26 | G | Provide a conclusion that follows from the narrated experiences or events or the information presented. | Comprehension | W.2f; W.3e | 6-8 | G | Provide a conclusion that follows from, supports, or reflects on information that is presented, or what is experienced, observed, or resolved over the course of a narrative. | Analysis | W.2f; W.3e | 9-12 | |||||||
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28 | Writing Process | Develop and strengthen writing | A | With some guidance, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. | Comprehension | W.5 | 6-8 | Writing Process | Develop and strengthen writing | A | Independently develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Analysis | W.5 | 9-12 | |||
29 | B | Demonstrate a grade-level appropriate command of the conventions of standard English grammar and usage when writing | Retrieval | L.1; L.2 | 6-8 | B | Demonstrate command of the conventions of standard English grammar and usage when writing | Retrieval | L.1; L.2 | 9-12 | |||||||
30 | C | Use technology to produce and publish writing, and present the relationships between information and ideas efficiently, as well as to interact and collaborate with others. | Comprehension | W.6 | 6-8 | C | Use technology to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information. | Comprehension | W.6 | 9-12 | |||||||
31 | D | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Comprehension | L.6 | 6-8 | D | Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. | Comprehension | L.6 | 9-12 | |||||||
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33 | Writing Research | Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | A | Collect relevant information from multiple print and digital sources. | Retrieval | W.8 | 6-8 | Writing Research | Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | A | Collect relevant information from multiple print and digital sources. | Retrieval | W.8 | 9-12 | |||
34 | B | Quote and paraphrase data and conclusions of others, while avoiding plagiarism and following a standard citation format. | Retrieval | W.8 | 6-8 | B | Integrate accurate information into the text selectively and purposefully to maintain the flow of ideas, while following a standard citation format and avoiding plagiarism and overreliance on any one source. | Comprehension | W.8 | 9-12 | |||||||
35 | C | Draw evidence from literary or informational texts to support analysis, reflection, and research, analyzing how multiple texts or works of literature demonstrate factual or interpretive agreement, conflict, or different information on the same topic. | Comprehension | W.9 | 6-8 | C | Draw evidence from literary or informational texts to support analysis, reflection and research, integrating information from diverse sources into a coherent understanding of an idea or event, noting discrepancies and agreement among sources. | Analysis | W.9 | 9-12 | |||||||
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37 | Speaking and Listening Discussion | Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives, and expressing ideas clearly and persuasively. | A | Refer to evidence on the topic, text or issue to probe and reflect on ideas under discussion, and acknowledge evidence presented by others | Comprehension | SL.1.a,d | Speaking and Listening Discussion | Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives, and expressing ideas clearly and persuasively. | A | Refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. | Comprehension | SL.1a | 9-12 | ||||
38 | B | Follow rules for collegial discussions and decision-making, track progress toward goals and deadlines, and define individual roles as needed. | Retrieval | SL.1b | B | Operate effectively in a group to promote a civil exchange of ideas that probes reasoning and evidence. | Comprehension | SL.1b,c | 9-12 | ||||||||
39 | C | Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. | Comprehension | SL.1c | C | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. | Analysis | SL.1d | 9-12 | ||||||||
40 | D | Analyze the purpose of information presented in diverse formats and media and evaluate the motives behind its presentation. | Analysis | SL.2 | D | Integrate multiple sources of information presented in diverse formats and media to make informed decisions and solve problems. | Analysis | SL.2 | 9-12 | ||||||||
41 | E | Delineate a speaker’s argument and claims, evaluating the soundness of reasoning, sufficiency of evidence, and identify when irrelevant evidence is introduced. | Analysis | SL.3; L3 | E | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | Analysis | SL.3; L.3 | 9-12 | ||||||||
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43 | Speaking and Listening Presentation | Present information, findings, and supporting evidence, conveying a clear and distinct perspective | A | Present claim and findings in a focused, cohesive manner, emphasizing salient points and relevant evidence. | Retrieval | SL.4 | Speaking and Listening Discussion | Initiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives, and expressing ideas clearly and persuasively. | A | Develop a clear line of reasoning that addresses alternative or opposing perspectives. | Analysis | SL.4 | 9-12 | ||||
44 | B | Use appropriate eye contact, adequate volume, and clear pronunciation. | Retrieval | SL.4 | B | Use appropriate organization, development, style, and substance appropriate to a range of purposes and audiences for both formal and informal tasks. | Comprehension | SL.4 | 9-12 | ||||||||
45 | C | Integrate multimedia and visual displays into presentations. | Comprehension | SL.5 | C | Make strategic use of digital media in presentations | Comprehension | SL.5 | 9-12 | ||||||||
46 | D | Adapt speech to a variety of contexts and tasks. | Analysis | SL.6; L.3 | D | Adapt speech to a variety of contexts and tasks | Analysis | SL.6; L.3 | 9-12 | ||||||||
47 | E | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Comprehension | L.6 | E | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for speaking and listening at the college- and career-readiness level. | Comprehension | L.6 | 9-12 | ||||||||
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49 | MODE | Comprehension | MODE | Analysis | |||||||||||||
50 | AVERAGE | Comprehension | AVERAGE | Analysis | |||||||||||||
51 | Knowledge Utilization (n) | 0 | Knowledge Utilization (n) | 1 | |||||||||||||
52 | Analysis (n) | 12 | Analysis (n) | 24 | |||||||||||||
53 | Comprehension (n) | 18 | Comprehension (n) | 12 | |||||||||||||
54 | Retrieval (n) | 9 | Retrieval (n) | 2 | |||||||||||||