- Analyzing a particular point of view or cultural experience reflected in a work of literature from
outside the U.S., drawing on a wide reading of world literature (RL.9–10.6); analyzing a case in
which grasping point of view requires distinguishing what is directly stated in a text from what
is really meant (e.g., satire, sarcasm, irony, or understatement) (RL.11–12.6) - Analyzing the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux
Arts” and Breughel’s Landscape with the Fall of Icarus) (RL.9–10.7); analyzing multiple
interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text (include at
least one play by Shakespeare and one play by an American dramatist) (RL.11–12.7) - Demonstrating knowledge of eighteenth-, nineteenth- and early-century foundational works of
American literature, including how two or more texts from the same period treat similar themes
or topics (RL.11–12.9)
Informational text occupies a prominent space in grades nine through twelve both within English
language arts and in all other content areas. According to the reading framework of the NAEP and
the CA CCSS for ELA/Literacy, 70 percent of the texts that students should read and study across all
disciplines and courses by grade twelve should be informational, and 30 percent should be literary.
In English language arts students read both literary and informational texts. In fact, the reading
standards for informational text specify that students analyze seminal U.S. documents of historical and
literary significance in grades nine and ten (RI.9–10.9), such as the following: - Washington’s Farewell Address
- Gettysburg Address
- Roosevelt’s Four Freedoms Speech
- King’s “Letter from Birmingham Jail”
Additionally, students should analyze foundational U.S. documents in grades eleven and twelve
(RI.11–12.9), including the following:
- Declaration of Independence
- Preamble to the Constitution
- Bill of Rights
- Lincoln’s Second Inaugural Address
Critically important in each content area is that students
actually read and learn from the texts designated for the
subject and grade. Too often information is presented orally
or read aloud to content classes because of a concern for
students’ ability to successfully read the text and interact
with its ideas in speaking and writing. The suggestions
provided in the meaning making, language development,
and effective expression sections of this ELA/ELD Framework
are designed to support teachers to help their students
achieve proficiency in literacy and language across all
subject areas. For students to progress toward readiness for
college, careers, and civic life, reading and communicating
effectively in all content areas is essential.
Informational text occupies
a prominent space in grades
nine through twelve both
within English language arts
and in all other content areas.... Critically important in each
content area is that students
actually read and learn from
the texts designated for the
subject and grade.
704 | Chapter 7 Grades 9 to 12