The document outlines 7 levels of literary analysis skills. Level 1 involves basic skills like identifying main events and making simple inferences. Level 2 adds skills like predicting outcomes and recognizing rhyme. Higher levels involve analyzing themes, characters, settings and their influence on the text. Level 7 requires interpreting global meaning based on socio-cultural context and evaluating arguments in texts.

1. PROGRESS MAP – LITERATURE
Level 7 Activates background knowledge to analyze literary texts, which allow him to build
different world views. Interprets global meaning of the text based on complex
inferences and information that arouse from its socio-cultural background.
Identifies rhetorical devices which enhance the global meaning of the written work.
Evaluates the quality of arguments and perspectives presented in the texts.
Level 6 III - IV Activates background knowledge to analyze literary texts related to concrete and
abstract topics. Interprets global meaning of the text according to the possible
intentions of the writer or the reader. Evaluates what is read comparing it with his
point of view and others regarding the theme, applying cognitive and meta-
cognitive strategies.
Level 5 I - II Activates background knowledge to read literary texts related to concrete, and
abstract topics. Uses complimentary elements in the text to expand his/her
understanding. Interprets details and text structure relating them with the global
meaning.
Expresses opinions on topics and themes based on both the text and his/her own
socio-cultural background, applying cognitive and meta-cognitive strategies.
Level 4 7th – 8th Activates background knowledge to read literary texts related to concrete and
abstract topics. Infers cause-effect relationships and chronological and non-
chronological sequence integrating relevant details of the text. Expresses opinions
on topics and themes read integrating his/her specific knowledge on the theme.
Understands the global meaning of the text identifying relevant explicit and implicit
information, applying cognitive and meta-cognitive strategies.
Level 3 5th - 6th Activates background knowledge to read literary texts related to concrete and
abstract topics . Infers cause-effect relationships and chronological and non-
chronological sequence in relation to the gist of the text. Expresses opinions on
topics and themes read. Understands the global meaning of the text identifying
relevant explicit and implicit information, applying cognitive and meta-cognitive
strategies.
Level 2 3rd – 4th Activates background knowledge to read literary texts related to familiar topics
supported by visuals. Understands the purpose, format and language conventions
of some texts. Expresses opinions on topics and themes read. Understands the
global meaning of the text identifying relevant explicit and implicit information,
applying some cognitive and meta-cognitive strategies.
Level 1 1st – 2nd Activates background knowledge to respond to simple, imaginative texts related
supported by visuals. Follows left to right directionality. Recognize familiar words
in new texts. Locates specific information to answer questions. Predicts the
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2. meaning of unfamiliar words by using contextual or visual clues applying basic
cognitive and meta-cognitive strategies.
CAN-DO STATEMENTS
Level 1 1st-2nd Activates background knowledge to respond to simple, imaginative texts
related supported by visuals. Follows left to right directionality.
Recognizes familiar words in new texts. Locates specific information to
answer questions. Predicts the meaning of unfamiliar words by using
contextual or visual clues applying basic cognitive and meta-cognitive
strategies.
Level 1 - Can-do Statements
Achieving this level implies that the student:
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of children’s literature-including poetry and narrative.
o Describes the roles of authors and illustrators.
o Retells the main events of the story describing the beginning, the middle, and the end.
o Predicts what will happen next in stories.
o Distinguishes fantasy from realistic text.
Level 2 - Can-do Statements
Achieving this level implies that the student:
Level 2 3rd – 4th Activates background knowledge to read literary texts related to familiar topics
supported by visuals. Understands the purpose, format and language conventions
of some texts. Expresses opinions on topics and themes read. Understands the
global meaning of the text identifying relevant explicit and implicit information,
applying some cognitive and meta-cognitive strategies.
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of children’s literature-including poetry and narrative.
o Retells the main events of the story describing the beginning, the middle, and the end.
o Predicts and justifies what will happen next in stories.
o Describes cause-and-effect of specific events.
o Recognizes the use of rhyme, rhythm, and alliteration by a poet.
o Takes part in creative responses to texts such as dramatizations and oral presentations.
o Summarizes major points from literary text.
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3. o Determines what characters are like by what they say or do and by how the author or illustrator
portrays them.
o Creates different endings to stories.
Level 3 - Can-do Statements
Level 3 5th - 6th Activates background knowledge to read literary texts related to concrete and
abstract topics . Infers cause-effect relationships and chronological and non-
chronological sequence in relation to the gist of the text. Expresses opinions on
topics and themes read. Understands the global meaning of the text identifying
relevant explicit and implicit information, applying cognitive and meta-cognitive
strategies.
Achieving this level implies that the student:
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of literature-including poetry and narrative.
o Identifies the main problem or conflict of the plot, and explain how it is resolved.
o Uses knowledge of the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
o Takes part in creative responses to texts such as dramatizations and oral presentations.
o Summarizes major points from literary text.
o Identifies the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect
of these qualities on the plot and resolution of the conflict.
o Identifies the theme, understanding that theme refers to the lesson, moral, or meaning of a
selection, whether it is implied or stated directly.
o Creates different endings to stories.
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4. CAN-DO STATEMENTS
Level 4 7th - 8th Activates background knowledge to read literary texts related to
concrete and abstract topics. Infers cause-effect relationships and
chronological and non-chronological sequence integrating relevant
details of the text. Expresses opinions on topics and themes read
integrating his/her specific knowledge on the theme. Understands the
global meaning of the text identifying relevant explicit and implicit
information, applying cognitive and meta-cognitive strategies.
Level 4 - Can-do Statements
Achieving this level implies that the student:
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of children’s literature-including poetry and narrative.
o Identifies the main problem or conflict of the plot , and explain how it is resolved.
o Uses knowledge of the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
o Defines figurative language, including simile, metaphor, exaggeration, and personification, and
explain the effects of its use in a particular work.
o Makes reasonable inferences, statements, and conclusions about a text, supporting them with
accurate examples.
o Takes part in creative responses to texts such as dramatizations and oral presentations.
o Summarizes major points from literary text.
o Identifies the qualities of the character (e.g., courage, cowardice, ambition), and analyze the effect
of these qualities on the plot and resolution of the conflict.
o Identifies the theme, understanding that theme refers to the lesson, moral, or meaning of a
selection, whether it is implied or stated directly.
o Analyzes the influence of setting on the conflict and its resolution.
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5. CAN-DO STATEMENTS
Level 5 I – II MEDIO Activates background knowledge to read literary texts related to
concrete, and abstract topics. Uses complimentary elements in the text
to expand his/her understanding. Interprets details and text structure
relating them with the global meaning.
Expresses opinions on topics and themes based on both the text and his/
her own socio-cultural background, applying cognitive and meta-
cognitive strategies.
Level 5 - Can-do Statements
Achieving this level implies that the student:
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of children’s literature-including poetry, narrative and plays.
o Uses knowledge of the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
o Defines figurative language, including simile, metaphor, exaggeration, and personification, and
explain the effects of its use in a particular work.
o Predicts probable futures outcomes supported by the text, including foreshadowing clues.
o Takes part in creative responses to texts such as dramatizations and oral presentations.
o Identifies and analyze general themes, such as bravery, loyalty, friendship, loss, and loneliness that
appear in many different works.
o .Analyzes the influence of setting on the conflict and its resolution.
o Analyzes the importance of the setting (place, time, customs) to the mood, tone, and meaning of
the text.
o Analyzes how dialogue is used to develop characters and mood in a selection.
o Defines how tone or meaning is conveyed in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
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6. CAN-DO STATEMENTS
Level 6 III – IV Activates background knowledge to analyze literary texts related to
MEDIO concrete, and abstract topics. Interprets global meaning of the text
according to the possible intentions of the writer or the reader.
Evaluates what is read comparing it with his point of view and others
regarding the theme, applying cognitive and meta-cognitive strategies.
Level 6 - Can-do Statements
Achieving this level implies that the student:
o Listens to text and reads text to make connections and respond to a wide variety of significant
works of literature-including poetry, narrative and plays.
o Uses knowledge of the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
o Interprets and evaluates the impact of subtleties, contradictions, and ironies in a text.
o Explains how voice and the choice of a narrator affect characterization and the tone, plot, and
credibility of a text.
o Takes part in creative responses to texts such as diary entries, letters to characters, pieces of news
or articles inspired on the themes or events of the literary text, etc.
o Identifies various literary devises, including figurative language, imagery, allegory, and symbolism;
evaluate the significance of the devices; and explain their appeal.
o Evaluates the impact of word choice and figurative language on tone, mood, and theme.
o Analyzes the importance of the setting (place, time, customs) to the mood, tone, and meaning of
the text.
o Compares works that express a universal theme, and provide evidence to support the ideas
expressed in each work.
o Demonstrates listening comprehension of more complex literary text through classroom and/or
small group discussions.
o Compares and contrasts the presentation of a similar theme or topic across literary forms to
explain how the selection of form shapes the theme or topic.
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7. CAN-DO STATEMENTS
Level 7 EXCELLENCE Activates background knowledge to analyze literary texts, which allow
him to build different world views. Interprets global meaning of the text
based on complex inferences and information that arouse from its socio-
cultural background. Identifies rhetorical devices which enhance the
global meaning of the written work. Evaluates the quality of arguments
and perspectives presented in the texts.
Level 7 - Can-do Statements
Achieving this level implies that the student:
o Listens to text and read text to make connections and respond to historically and culturally
significant works of literature
o Uses knowledge of the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
o Defines figurative language, including simile, metaphor, exaggeration, and personification, and
explain the effects of its use in a particular work.
o Predicts probable futures outcomes supported by the text, including foreshadowing clues.
o Takes part in creative responses to texts such as diary entries, letters to characters, pieces of news
or articles inspired on the themes or events of the literary text, etc.
o Identifies various literary devises, including figurative language, imagery, allegory, and symbolism;
evaluate the significance of the devices; and explain their appeal.
o Evaluates the impact of word choice and figurative language on tone, mood, and theme.
o Analyzes the importance of the setting (place, time, customs) to the mood, tone, and meaning of
the text.
o Compares works that express a universal theme, and provide evidence to support the ideas
expressed in each work.
Adapted from: Jefferson School District Literature Standards
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