HS Chinese Guide

Grades 9–12, Reading Reading Reporting Categories Key Ideas and Details Questions in this category test students’ ability to read texts closely in order to determine central ideas and themes; summarize information and ideas accurately; understand relationships; and draw logical inferences and conclusions.

ACT Readiness Standards: Snapshot of Expected Skills CLR 603 Draw subtle logical conclusions in more challenging passages IDT 701 Identify or infer a central idea or theme in complex passages or their paragraphs IDT 602 Summarize key supporting ideas and details in complex passages REL 702 Understand implied or subtly stated comparative relationships in complex passages REL 704 Understand implied or subtly stated cause-effect relationships in complex passages

Utah Core Standards: Snapshot of Expected Skills

What could this look like in practices in grades 9-12?*

9-10.RL/I.1, 11-12.RL/I.1 Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 9-10.RL/I.2, 11-12.RL/I.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 11-12.RI.3 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.

• Read relevant and interesting literary texts (e.g., short stories, novels, memoirs, poems, and personal essays) that are quantitatively and qualitatively complex. • Read relevant and interesting informational text about the social sciences, natural sciences, and humanities that is quantitatively and qualitatively complex. • Use text in science and social studies instruction. • Ask text-dependent questions that require a close, careful reading of the text. • Ask students to find evidence in a text by examining specific details in text that help create the claim or central idea. • Encourage active reading through the use of text markers and annotations. • Have students analyze subtle relationships between and among people, objects, events, and ideas in complex texts. • Have students identify implications and possible

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