(1) The benchmark for communication arts reading content standard 2 for a student upon graduation is the ability to:

(a) select and apply knowledge of syntax clues, word origins, roots and fixes, and context to decode unknown words;

(b) expand and utilize general and specialized vocabulary through the use of context clues, analyze word origins, and reference sources;

(c) adjust fluency based on purpose, complexity, and technical content;

(d) recognize when comprehension breaks down, select strategy to self-correct, and evaluate effectiveness of the selected strategy;

(e) recognize the need for background knowledge and research to enhance comprehension;

(f) make, revise, and justify predictions;

(g) generate and answer complex literal, inferential, evaluative, and interpretive questions;

(h) recall and explain a series of events or the sequence of information to hypothesize and/or justify conclusions;

(i) summarize text by determining the main idea and analyzing essential and nonessential supporting details;

(j) make and justify complex inferences within and among multiple texts and/or forms or media;

(k) analyze and evaluate relevant text features of multiple forms of media to enhance comprehension;

(l) evaluate and compare the effectiveness of organizational structures within and across complex texts;

(m) compare and contrast information, draw conclusions, and synthesize ideas within and across texts to synthesize information and draw conclusions;

(n) critique author's purpose, point of view, bias, language use, and credibility to deepen understanding with and across culturally diverse texts, including those by and about Montana American Indians; and

(o) set goals and evaluate reading progress.