Level 13

Other Oregon School Library sets

• Grades K-1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9-10
• Grades 11-12
• Level 14

Select and read increasingly complex text from a variety of genres and formats, and develop a reading literacy agenda (increase range of selection, self-challenge to stretch abilities)LIB 2.1.A.13

Recognize universal themes and trace their development in information sourcesLIB 2.1.B.13

Recognize that information sources invite inference and interpretation within and across texts and experiences, to consider others’ evidence-based inferences and interpretations, and to synthesize relationships among personal ideas, ideas from texts, and ideas from discussionsLIB 2.1.C.13

Reflect in discussions, and in writing, personal growth as a reader, and recognize how information sources may incorporate or promote social, historical, economic, political, and cultural commentaryLIB 2.1.D.13

Identify the features of the author's craft including language choices, or scientific names and labels, that shape meaning, and identify the narrative voice and the authorial voice (including historical contextualization where relevant), which shape the relationship between author and readerLIB 2.1.E.13

Seek diverse and inclusive perspectives, be open to new ideas, recognize how selection of reading material affects the reader and can be empowering both personally and globallyLIB 2.1.F.13

Surface background knowledge that will connect to new information, in order to revise schema, and develop a clearer understandingLIB 2.2.A.13

Monitor reading processes and identify problems, ask questions about the author’s ideas, use strategies to repair comprehension, summarize key points and reflect on important information in the textLIB 2.2.B.13

Critically analyze and evaluate the information presented in an information source, to locate evidence for building and supporting comprehension of texts, use comparisons to identify similarities or differences, ask inquiry questions when something from the text inspires seeking new knowledgeLIB 2.2.C.13

Set a reading purpose for reading a particular text, and vary the reading strategies to fit the purposeLIB 2.2.D.13

Identify how an author or authors, including organizations and companies as authors, write with a variety of purposes and for particular audiences, and evaluate effectiveness of text to purposeLIB 2.2.E.13

Apply reading strategies to text structures and standard formats found in scholarly research studies across content areasLIB 2.3.A.13

Participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiryLIB 2.3.B.13

Recognize one’s identity as a reader, and extend reading experiences through a variety of genres and formatsLIB 2.3.C.13

Make connections from a wide variety of texts to personal, academic, or professional experience and knowledgeLIB 2.3.D.13

Set a reading purpose applicable to the reading task and type of genre. Use metacognition to track changes and development in one's reading identityLIB 2.3.E.13

Contribute to topical conversations at the appropriate level using accepted vocabulary and discourse; monitor reactions, and adjust participation as necessaryLIB 3.1.A.13

As a contributor of information, decide how and where best to contribute; demonstrate an understanding of the safety and ethics involved with commodification of personal information and tracking of online interactions, and share content and interests appropriate to the forumLIB 3.1.B.13

Critically evaluate contributions made (including one’s own) in a variety of information environments, identifying biases, and evaluating the value of various perspectivesLIB 3.1.C.13

Seek accuracy, legitimacy, and reliability in sources, and be objective when searching and reading, and demonstrate an understanding of how particular sources, including crowdsourced, contribute to general knowledgeLIB 3.2.A.13

With support provide proper attribution and citations for sources, including identifying all necessary components for a complete citation within each source used, as required by the citation style for the field of study, constructing citations in proper format, using citation generators, and checking for accuracyLIB 3.2.B.13

Use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licensesLIB 3.2.C.13

With support, demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in contextLIB 3.2.D.13

Set and use normative behavior agreements with ground rules and roles when working in groups, using more formal parliamentary procedure where required; demonstrate intellectual humility; contribute to the intellectual community rather than remaining only a consumer of information; value and evaluate others’ contributions; and seek guidance from expertsLIB 3.3.A.13

Demonstrate an understanding that diverse ideas and world views which challenge a researcher are necessary for informed participation in the social interchange within information ecosystemsLIB 3.3.B.13

Demonstrate an understanding that responsible information users draw reasonable conclusions based on analysis and interpretation of information, follow policies when using shared resources, take the initiative to suggest improvements, and recognize that choices impact how the information will be used and by whomLIB 3.3.C.13