RHS Graduation Competencies 23-24


1	R - READING CRITICALLY						2023-2024
2	I can demonstrate the ability to read and critique diverse texts (e.g., books, films, advertising, music, social media, news websites).
3		In order to meet the criteria in a specific level, the student must continue to meet the criteria of all previous levels.			Career Ready (098)	College/Career Ready (099)	College/Career Performing (101)
4	Skill	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4	LEVEL 5	LEVEL 6

5	R.1 I can comprehend grade level texts	I can explain what the text explicitly says. I can use a strategy to help my understanding of the text.	I can explain what the text explicitly says, referring to key details from the text. I can use a few reading strategies to help my understanding of the text (e.g., questioning, connecting, predicting, visualizing, activating prior knowledge).	I can provide an accurate summary of the text, referring to several key details from the text. I can make observations about the text (e.g., repeated actions/behaviors, descriptions, word choice, facts, expert quotes, etc.). I can use multiple reading strategies to help my understanding of the text.	I can comprehend 9th-10th grade high school level texts. I can succinctly provide an accurate and objective summary of the text, only including essential information. I can make inferences based on my observations of the text and/or outside connections. I can make an interpretation of the meaning of the text. I can consistently use multiple reading strategies to help my understanding of the text.	I can independently comprehend 11th-12th grade high school level texts I can provide a justifiable analysis or interpretation of the text, citing specific details from the text. I can make inferences supported by textual evidence. I can consistently use multiple reading strategies to actively engage with the meaning of the text.	I can independently comprehend college level texts. I can provide a justifiable and insightful analysis of the text, citing multiple, specific details. I can make inferences supported by textual evidence to support my analysis. I can make insightful connections to prior knowledge, situations, or contexts.
6	R.2 I can evaluate the main ideas or themes	I can identify the topic or subject of the text.	I can identify the main idea or theme. I can identify supporting details.	I can identify the main idea or theme without using commands, cliches, or giving advice (e.g. "Don't judge a book by its cover" or "You should think before you speak.") I can use important details to support what I identify as the main idea or theme.	I can analyze the main idea or theme. I can cite the most relevant and important evidence to analyze how the main idea or theme was developed through the key details (e.g. character, plot, content).	I can analyze the main idea or theme. I can cite the most relevant and important evidence to analyze how two or more main ideas or themes were developed through the key details.	I can cite the most relevant and important evidence to analyze how two or more main ideas or themes were developed through the key details, and how they interact and build on each other. I can draw on outside reading and research (e.g. making connections to contemporary issues, historical/cultural/political events) to support my evaluation of the theme.
7	R.3 I can analyze context, point of view, and interpret purpose	I can identify the author's opinion on the subject or topic of the text.	I can describe the author's purpose. I can identify key details that support the author's point-of-view.	I can describe the author's purpose by identifying key details that support the author's point-of-view. I can identify which values, beliefs, or ideas the author is trying to get me to agree with, and I can agree or disagree and I can explain why. I can identify the intended audience of a text.	I can describe the author's purpose by identifying key details that support the author's point-of-view. I can draw from textual evidence to analyze which values, beliefs, or ideas the author is trying to get me to agree with. I can critique the author's point of view by identifying relevant information presented, excluded, or misrepresented by the text and possible reasons why.	I can describe the author's purpose by identifying key details that support the author's point-of-view. I can draw from textual evidence to evaluate the values, beliefs, or ideas promoted by the author. I can critique the author's point of view by identifying relevant information presented, excluded, or misrepresented by the text and possible reasons why. I can analyze examples of bias based on the author's presentation of information in order to assess the reliability and credibility of the author. I can create my own interpretation of the source.	I can analyze examples of bias based on the author's presentation of information in order to evaluate the reliability and credibility of the author. I can analyze the relationship between the source and the historical and/or cultural context in which it was created (e.g. using outside research) and discuss the impact of the context on the author's point of view. I can explain how different audiences may experience this story/source differently from me and why (e.g., social identity markers, such as race, religion, language, gender, class). I can create my own interpretation of the source and reflect on how the changes I made to the source impacted my overall purpose, meaning, or message.
8	R.4 I can analyze language	I can identify key words of the text.	I can explain the connotation (emotional value) of significant words or phrases of the text.	I can explain how the author uses significant words and phrases to make readers feel or think a certain way. I can explain how the author uses specific techniques (literary devices, figurative language, figures of speech, rhetorical devices, rhetorical fallacies, outside sources, imagery, diction, syntax, etc.) to make readers feel or think a certain way.	I can analyze the impact of specific word choices on the meaning and tone of the text. I can analyze the impact of specific techniques on the text and how they develop the theme/message.	I can use specific examples to evaluate the effectiveness of author's use of specific techniques to advance a certain point of view / develop the theme.	I can use specific examples to evaluate the most impactful techniques to advance a certain point of view/develop the theme. I can analyze how specific techniques aligned to purpose, and how different choices could change the impact.
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