Reading

Kindergarten: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Develop oral language.

1.02 Develop listening skills.

1.03 Demonstrate knowledge of concepts of print.

1.04 Develop and maintain phonemic awareness.

1.05 Develop and use decoding strategies to read unfamiliar words.

1.06 Read to develop fluency, expression, accuracy and confidence.

1.07 Develop and extend reading vocabulary.

1.08 Develop and use pre-reading strategies.

1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.10 Introduce informational skills to facilitate learning.

1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1.12 Read independently for a variety of purposes.

1.13 Experience various literary genres.

1.14 Develop and maintain a motivation to read.

Reading Accomplishments

K.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Speak clearly, properly, and politely.
3. Begin to use rules for conversation (e.g., raise hands, take turns and focus attention on speaker).
4. Give simple, two-step oral directions.
5. Participate in group discussion.
6. Participate in creative responses to text (e.g., response, discussion and dramatization).
7. Ask and respond to questions from teacher and other group members.
8. Begin to retell familiar stories.
9. Dramatize, retell, and dictate what has been learned.
10. Use familiar texts for recitations.

K.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Follow simple, two step oral directions.

K.1.03 Demonstrate knowledge of concepts of print.

1. Identify labels, logos, and signs in the environment (e.g., job instructions, room labels, poison and danger signs/labels).
2. Understand that print has meaning.
3. "Pretend read" from left to right, top to bottom, and front to back as well as hold a book upright and turn pages.
4. Read and explain own writings and drawings.
5. Identify front cover and back cover of a book.
6. Distinguish letters from words.

 K.1.04 Develop and maintain phonemic awareness.

1. Understand that a phoneme is one distinct sound.
2. Use sound stretching of one syllable words to identify each phoneme (cat, /c/, /a/, /t/).
3. Use sound blending of each separately spoken phoneme to make meaningful word (/m/, /o/, /m/ to mom).
4. Segment one-syllable words into individual sounds and blend the sounds into whole words.
5. Recognize and produce rhyming words.
6. Recognize words that have same beginning and ending sounds.
7. Understand words are made up of one or more syllables (e.g., students clap syllables in words).

K.1.05 Develop and use decoding strategies.

1. Recognize and name all upper and lowercase letters of the alphabet.
2. Begin to understand that the sequence of letters in a written word represents the sequence of sounds in a spoken word.
3. Use letter-sound matches to decode simple words.
4. Understand that as letters of words change, so do the sounds (alphabetic principle).

K.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Read simple text containing familiar letter-sound correspondences and high frequency words.
2. Recognize that intonation and volume of voice assist with meaning.
3. Read as "an emergent reader" a favorite story with fluent intonation and phrasing.

K.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature and participating in discussions.
2. Build vocabulary by experiencing a wide range of text types.
3. Participate in shared reading.
4. Begin to use word families and word walls.
5. Read some words by sight (e.g., the, has, an, can, run and color and number words).
6. Use a picture dictionary to determine word meaning.

K.1.08 Develop and use pre-reading strategies.

1. Recognize a purpose for listening.
2. Relate background knowledge to make meaning from text.
3. Make predictions about text.
4. Use illustrations to preview the text.
5. Participate in the creation of graphic organizers (e.g., KWL, charts).
6. Connect to life experience the information and events in texts.

K.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. asking questions about a text.
2. participating in discussions about text.
3. predicting what will happen next as a story is shared.
4. creating mental images of the story (e.g., characters, setting).

1. recalling two to three step sequence of events.
2. retelling story in own words.
3. drawing conclusions based on evidence in the story
4. using pictures to discuss main idea.

K.1.10 Introduce informational skills to facilitate learning.

1. Recognize the family and community as resources for information.
2. Recognize a variety of print sources (e.g., books, newspapers, magazines, and charts).
3. Recognize sources of information (e.g., books, graphs and computers).

K.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Recognize that printed materials provide information.
2. Use common illustrations to gain meaning from text.

K.1.12 Read independently for a variety of purposes. (At this level, the student will experience a variety of textx/media for diffrent purposes.)

1. Read to gain information (e.g., pictures, videos, picture books).
2. Read for enjoyment (e.g., book on tape, posters, pictures, videos, picture books).
3. Read to expand vocabulary (e.g., books on tape, photographs, posters)..

K.1.13 Begin to experience various literary and media genres.

1. Explore picture books.
2. Explore alphabet and number books.
3. Explore Mother Goose Rhymes and other rhyming books.
4. Explore storybooks.
5. Explore fairy tales.
6. Explore poetry.
7. Explore lyrics to songs.
8. View various media genres (e.g., posters, pictures, photographs, films, videos).
9. Sequence events in a story (e.g., using books, videos, films).

K.1.14 Develop and maintain a motivation to read.

1. Visit libraries and regularly check out materials.
2. Share storybooks, poems and environmental print.
3. Identify favorite stories.

First Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Develop oral language.

1.02 Develop listening skills.

1.03 Demonstrate knowledge of concepts of print.

1.04 Develop and maintain phonemic awareness.

1.05 Develop and use decoding strategies to read unfamiliar words.

1.06 Read to develop fluency, expression, accuracy and confidence.

1.07 Develop and extend reading vocabulary.

1.08 Develop and use pre-reading strategies.

1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.10 Introduce informational skills to facilitate learning.

1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1.12 Read independently for a variety of purposes.

1.13 Experience various literary genres.

1.14 Develop and maintain a motivation to read.

Reading Accomplishments

1.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker).
3. Understand, follow and give oral directions.
4. Participate in group discussions.
5. Participate in creative responses to text (e.g., choral reading, discussion and drama).
6. Respond to questions from teacher and other group members.
7. Begin to narrate a personal story.
8. Dramatize or retell what has been learned, heard or experienced.
9. Use familiar texts for recitations.

1.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Understand and follow simple, three step oral directions.

1.1.03 Demonstrate knowledge of concepts of print.

1. Understand that printed materials provide information.
2. Demonstrate directionality by reading left to right and top to bottom.
3. Track print when being read to aloud.
4. Read and explain own writings and drawings.
5. Identify parts of a book (e.g., title page, table of contents).
6. Recognize that groups of words make sentences.
7. Understand punctuation (e.g., period, question mark).

1.1.04 Develop and maintain phonemic awareness.

1. Recognize words that begin with the same sounds.
2. Recognize words that end with the same sounds.
3. Identify rhyming words.
4. Blend sounds together to form one-syllable words.
5. Segment one-syllable words into sounds.
6. Change targeted sounds to modify or change words.
7. Show awareness of syllables by clapping, counting or moving objects.

 1.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode grade appropriate words.
2. Decode phonetically regular, one-syllable words.
3. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).
4. Apply long and short vowel rules when decoding.
5. Begin to decode unknown words automatically.

1.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Begin to read orally with accuracy and confidence using appropriate pacing, intonation, and expression.
2. Reflect punctuation of written text while reading orally.
3. Participate in guided, oral readings.
4. Demonstrate the automatic recognition of high frequency words.
5. Read with increasing fluency and confidence from a variety of texts through paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes.
6. Read independently daily.
7. Recite familiar texts to develop fluency, expression, accuracy and confidence.

1.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
2. Build vocabulary through frequent read-alouds.
3. Participate in shared reading.
4. Manipulate word families, word walls, and word sorts.
5. Match oral words to written words.
6. Determine the meaning of unfamiliar words by using a picture dictionary, picture clues, context clues and structural analysis.
7. Add endings to base words (e.g., -s, -ed, -es, -ing).
8. Identify simple abbreviations.

1.1.08 Develop and use pre-reading strategies.

1. Develop a purpose for listening/reading.
2. Participate in activities to build background knowledge to derive meaning from text.
3. Make predictions about text.
4. Use illustrations to preview text.

1.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. asking questions about text.
2. recognizing errors in reading as they occur and self-correct.
3. participating in discussions about text and relating to personal experiences.
4. creating graphic organizers (e.g., charts, lists).
5. predicting and adjusting outcomes during read-alouds.

1. recalling three to four step sequence of events.
2. retelling stories in their own words using sequencing words (i.e. first, next, last).
3. drawing conclusions based on what has been read.
4. recognizing main idea in pictures, picture books and texts.

1.1.10 Introduce informational skills to facilitate learning.

1. Recognize the family and community as sources of information.
2. Recognize a variety of print items as sources of information (e.g. books, magazines, maps, charts, and graphs).
3. Recognize sources of information (e.g., books, maps, graphs, charts).
4. Use graphic organizers to aid in understanding material from informational text (e.g., charts, graphs, web).
5. Visit libraries to use and view appropriate material.

1.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Begin to develop content specific vocabulary.
2. Use text features to locate information (e.g., maps, charts, illustrations and table of contents).

1.1.12 Read independently for a variety of purposes. (At this level, the student will explore as an emergent reader.)

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

1.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., picture books, storybooks, fairy tales, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.
2. Explore non-fiction.
3. Identify characters, events, and settings in print and non-print text.
4. Recognize main character(s) in print and non-print text.
5. Determine whether a selection is real or fantasy.
6. Recognize rhyme in Mother Goose and other rhyming books.
7. Retell a story in correct sequence (e.g., using books, videos, films).
8. Determine the problem in a story and discover its solution through classroom discussion.

1.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Share storybooks, poems, newspapers, and environmental print.
3. Explore a wide variety of literature through read alouds, tapes, and independent reading.
4. Identify favorite stories, informational text, authors, and illustrators.
5. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).
6. Choose to read as a leisure activity.

Second Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Develop oral language.

1.02 Develop listening skills.

1.03 Demonstrate knowledge of concepts of print.

1.04 Develop and maintain phonemic awareness.

1.05 Develop and use decoding strategies to read unfamiliar words.

1.06 Read to develop fluency, expression, accuracy and confidence.

1.07 Develop and extend reading vocabulary.

1.08 Develop and use pre-reading strategies.

1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.10 Introduce informational skills to facilitate learning.

1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1.12 Read independently for a variety of purposes.

1.13 Experience various literary genres.

1.14 Develop and maintain a motivation to read.

Reading Accomplishments

2.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Continue to implement rules for conversation.
3. Understand, follow, and give oral directions.
4. Participate in group discussion.
5. Participate in creative responses to text (e.g., choral reading, discussion, and dramatization).
6. Respond to questions from teachers and other group members.
7. Narrate a personal story.
8. Summarize lesson content.

2.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., does not interrupt, faces speaker, asks questions).
3. Listens and responds to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Follow oral directions.

2.1.03 Demonstrate knowledge of concepts of print.

1. Read and explain own writings.
2. Recognize that groups of sentences make a paragraph and paragraphs make a story.
3. Recognize and use parts of a book (e.g., title, author, illustrator, table of contents and glossary).
4. Understand punctuation (e.g., period, question mark, exclamation mark).

2.1.04 Develop and maintain phonemic awareness.

1. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
2. Add, delete, and change targeted sounds to modify or change words.
3. Identify and produce rhyming words.

2.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).
3. Use known words to decode unknown words.
4. Apply knowledge of basic syllabication rules.

2.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Read orally to develop fluency, expression, accuracy, and confidence.
2. Reflect punctuation within written text while reading orally.
3. Participate in guided, oral readings.
4. Demonstrate the automatic recognition of high frequency words.
5. Read a variety of texts with fluency, expression, accuracy and confidence.
6. Read independently daily.

2.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Recognize common abbreviations and contractions.
3. Participate in shared reading.
4. Manipulate word families, word wall and word sorts.
5. Match oral words to print words.
6. Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues and structural analysis).
7. Add endings to base words to make new words (e.g., -ed, -ing, and -es).
8. Identify simple multiple-meaning words based on the appropriate meaning for the context.
9. Build vocabulary through frequent read-alouds.

2.1.08 Develop and use pre-reading strategies.

1. Identify a purpose for reading.
2. Participate in activities to build background knowledge to make meaning from text.
3. Make predictions about text.
4. Use illustrations to preview text.
5. Create graphic organizers (e.g., KWL, webs, lists, story maps, charts).
6. Connect life experience to information and events in texts.

2.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading
   1. employing self-correction strategies (e.g., rereading, asking for help).
   2. participating in discussion about text and relating selection to personal experience.
   3. predicting and adjusting outcomes during reading.
2. Check for understanding after reading by
   1. recalling the sequence of events in a story.
   2. drawing conclusions based on evidence gained while reading.
   3. restating story events in order to clarify and organize ideas.
   4. recognizing cause and effect.
   5. recognizing the main idea in picture books and texts.

2.1.10 Introduce informational skills to facilitate learning.

1. Recognize outside resources (e.g., family and community).
2. Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs).
3. Understand the purpose of various reference materials (e.g., dictionary, encyclopedia).
4. Use graphic organizers to aid in understanding material from informational texts.
5. Visit libraries and checks out appropriate materials.

2.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop content specific vocabulary.
2. Use text features to locate information (e.g., charts, maps and illustrations).

2.1.12 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

2.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres.
2. Understand the main idea in a visual message (e.g., pictures, cartoons, posters).
3. Explore folktales and fables.
4. Identify characters, plot, and setting in print and non-print text.
5. Recognize how the main character and other characters interact with each other.
6. Identify types of stories (e.g., folktales, fables, fairy tales).
7. Determine whether the events in the reading selection are real or fantasy.
8. Compare and contrast different stories.
9. Determine the problem in a story and discover its solution.

2.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Share storybooks, poems, environmental print, and own writing.
3. Explore a wide variety of literature through read alouds, tapes, and independent reading.
4. Identify favorite stories, informational text, authors and illustrators.
5. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).
6. Relate literary experiences to others (e.g., book reports, sharing favorite stories).
7. Experience daily opportunities to read.
8. Choose to read as a leisure activity.

Third Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Develop oral language.

1.02 Develop listening skills.

1.03 Demonstrate knowledge of concepts of print.

1.04 Develop and maintain phonemic awareness.

1.05 Develop and use decoding strategies to read unfamiliar words.

1.06 Read to develop fluency, expression, accuracy and confidence.

1.07 Develop and extend reading vocabulary.

1.08 Develop and use pre-reading strategies.

1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.10 Introduce informational skills to facilitate learning.

1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1.12 Read independently for a variety of purposes.

1.13 Experience various literary genres.

1.14 Develop and maintain a motivation to read.

Reading Accomplishments

3.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).
3. Understand, follow, and give oral directions.
4. Respond to questions from teachers and other group members and pose follow-up questions for clarity.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.

3.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Follow oral directions.

3.1.03 Demonstrate knowledge of concepts of print.

1. Recognize that groups of sentences make a paragraph and paragraphs make a story or article.
2. Recognize and use parts of text (e.g., title, table of contents, glossary and index).
3. Recognize and use common text features (e.g., headings, key words, graphics).
4. Recognize different forms of text (e.g., poems, plays and stories).

3.1.04 Develop and maintain phonemic awareness.

1. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
2. Add, delete, and change targeted sounds to modify or change words.
3. Identify and produce rhyming words and original poems.

3.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode.
2. Decode multi-syllabic words not yet known as sight words.
3. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).
4. Use previously learned strategies to decode and verify word meaning utilizing the context of the selection.

3.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes).
2. Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression.
3. Participate in guided oral reading.
4. Reflect punctuation within written text while reading orally.
5. Demonstrate the automatic recognition of high frequency words.
6. Read daily and independently from a variety of texts.

3.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature and participating in discussion.
2. Build vocabulary through frequent read-alouds.
3. Determine word meaning using root words, prefixes, and suffixes.
4. Recognize and use compound words, contractions, and abbreviations.
5. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.
6. Use antonyms and synonyms to facilitate understanding of words.
7. Use context clues to determine meaning of multi-meaning words.
8. Manipulate word walls and word sorts.
9. Build vocabulary by reading a wide range of text types inside and outside the classroom.

3.1.08 Develop and use pre-reading strategies.

1. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position).
2. Participate in activities to build background knowledge to make meaning from text.
3. Make predictions using text features (e.g., illustrations and graphics).
4. Preview text using illustrations, graphics, text format, text structures and skimming.
5. Connect life experience to information and events in texts.

3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading by
   1. formulating clarifying questions.
   2. predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading.
   3. using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead, adjust reading speed ).
   4. creating a mental image.
   5. expressing reactions and personal opinions in response to a selection.
2. Check for understanding after reading
   1. drawing conclusions based on evidence gained while reading.
   2. sequencing story events and/or text information.
   3. recognizing cause and effect relationships in text.
   4. discussing similarities and differences in text events, characters, and character actions.
   5. distinguishing between fact and opinion.
   6. recognizing the stated/ implied main idea of the text
   7. discussing author's purpose for writing.

3.1.10 Introduce informational skills to facilitate learning.

1. Use outside resources to access information (e.g., family and community).
2. Use media sources to access information (e.g., online catalog, non-fiction books, encyclopedias, CD-ROM references, Internet).
3. Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).
4. Gather and record information on a topic.

3.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain content specific vocabulary.
2. Use text features to locate information (e.g., charts, tables of contents, maps, illustrations).
3. Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).
4. Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).

3.1.12 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

3.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres.
2. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs).
3. Define and identify setting.
4. Define and identify the characters.
5. Differentiate between main and minor characters.
6. Determine the problem in a story, discover its solution, and consider alternate solutions.
7. Identify types of stories (e.g., folktales, fables, fairy tales).
8. Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
9. Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
10. Explore the concept of first person point of view.

3.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Engage in a variety of literacy activities voluntarily (self-select books and stories).
3. Read longer narrative and expository text independently including chapter books.
4. Select literature based on personal needs and interests from a variety of genres and by different authors.
5. Choose works from favorite authors/illustrators and genres.
6. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
7. Experience daily opportunities to read.
8. Choose to read as a leisure activity.

Third Grade Benchmarks (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

3.1.spi.1. identify and/or select rhyming words.

3.1.spi.2 distinguish individual sounds, including consonant blends, within words.

3.1.spi.3. recognize parts of a book (e.g,. glossary, table of contents).

3.1.spi.4. identify setting, characters, and plot in a reading selection.

At Level 2, the student is able to

3.1.spi.5. recognize root words and their various inflections (e.g., walks, walking, walked).

3.1.spi.6. determine word meaning within context using prefixes and suffixes.

3.1.spi.7. recognize grade level compound words, contractions, and common abbreviations within context.

3.1.spi.8. select appropriate synonyms and antonyms within context.

3.1.spi.9. determine word meanings through the use of context clues.

3.1.spi.10. identify different forms of text as poems, plays, or stories.

3.1.spi.11. identify the stated main idea of a reading selection.

3.1.spi.12. identify stated cause and effect relationships in text.

3.1.spi.13. distinguish between fact and opinion within text.

3.1.spi.14. determine sequence of events in a story.

3.1.spi.15. recognize basic plot features of fairy tales, folk tales, fables and myths.

3.1.spi.16. recognize grade appropriate vocabulary within context.

At Level 3, the student is able to

3.1.spi.17. determine correct meaning/usage of multiple-meaning words.

3.1.spi.18. select questions used to focus or clarify thinking while reading.

3.1.spi.19. determine appropriate inferences from text.

3.1.spi.20. recognize how illustrations support the text.

3.1.spi.21. select information using available text features (e.g., maps, charts, and graphics).

3.1.spi.22. determine the problem in a story and recognize its solution.

Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

3.1.tpi.1. observe established rules of conversation (taking turns, raising hands when working in small groups).

3.1.tpi.2 use letter-sound knowledge and structural analysis to decode words (e.g., consonant blends, diphthongs).

3.1.tpi.3. associate sounds with appropriate letters.

3.1.tpi.4. track auditorily each word in a sentence and each syllable in a word.

3.1.tpi.5. use root words and their various inflections.

3.1.tpi.6. identify a purpose for reading (e.g., to enjoy content and to locate information).

3.1.tpi.7. use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (roots, prefixes, and suffixes).

3.1.tpi.8. know and use common (e.g., -ill, -ate) and complex (e.g., -ight) word families to decode unfamiliar words.

3.1.tpi.9. manipulate word sorts to increase awareness of words.

3.1.tpi.10. build vocabulary through frequent teacher read-alouds, by listening to literature, and by participating in discussions.

At Level 2, the student is able to

3.1.tpi.11. demonstrate the ability to follow and give oral/written directions up to three steps.

3.1.tpi.12. demonstrate an awareness of the sounds of language (e.g., rhyme and rhythm).

3.1.tpi.13. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.

3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression.

3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).

3.1.tpi.16. reflect punctuation in written text while reading orally.

3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior knowledge and adjust as knowledge is gained.

3.1.tpi.18. use metacognitive reading strategies to improve comprehension (e.g., reread, read ahead, ask for help, adjust reading speed).

3.1.tpi.19. express reactions and personal opinions in response to text.

3.1.tpi.20. relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).

3.1.tpi.21. listen attentively by facing the speaker, asking questions, amd paraphrasing.

At Level 3, the student is able to

3.1.tpi.22. summarize orally what has been learned or accomplished after completing an activity or assignment.

3.1.tpi.23. summarize stories, plays, and poems.

3.1.tpi.24. use content specific vocabulary.

3.1.tpi.25. connect life experience to information and events in texts.

3.1.tpi.26. participate in creative responses to text.

3.1.tpi.27. organize information from text or technological sources using graphic organizer (e.g., webbing, KWL).

3.1.tpi.28. use library media sources to access information (e.g., card, electronic catalog, encyclopedias, CD-ROM references, Internet, non-fiction books).

3.1.tpi.29. make connections among various texts showing similarities and differences related to setting, events, and characters.

3.1.tpi.30. compare and contrast different versions of the same stories reflecting different cultures.

3.1.tpi.31. extend ideas presented in text (e.g., changing setting, ending, or characters'actions).

3.1.tpi.32. read daily and independently.

3.1.tpi.33. verify the meaning/usage of a multiple meaning word through the use context clues.

3.1.tpi.34. draw conclusions from evidence within the text.

Fourth Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Demonstrate knowledge of concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.09 Develop appropriate information skills and study skills to facilitate learning.

1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments

4.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions which may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects).
8. Present and/or perform original or published literary work with a group and/or individually.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Participate in recitations of assigned/self-selected passages.

4.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).
2. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies).

4.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, beat).

4.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words by utilizing learned strategies (e.g., reading ahead, drawing upon prior knowledge) to verify word meanings within the context.

4.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, echo reading).
2. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, current events, novels).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

4.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Continue to use context clues to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Build vocabulary by reading from a wide variety of text and literary genres.

4.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts).
2. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing).
3. Explore significant words to be encountered in selected/assigned text.
4. Preview text using text features (e.g., illustrations/pictures, graphs, diagrams, and headings).
5. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
6. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection.
6. making inferences.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

1. indicating sequence of events in fiction and nonfiction selections.
2. selecting main idea and supporting details from text.
3. identifying the author's purpose (e.g., to entertain, to inform, to explain).
4. discussing similarities and differences in events and characters using evidence cited in two or three text(s).
5. selecting information to meet a specific purpose.
6. stating reasonable generalizations in reference to two pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fantasy.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, personification).
11. recognizing the theme of a single passage.
12. reflecting upon comprehension strategies utilized to make meaning from text.

4.1.09 Develop appropriate information skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various format (e.g., interviews with family and community; encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).
2. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, tables, timelines).
8. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, magazines) on daily life.
9. Gather and record information on a research topic using two different sources.

4.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, appendices, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).

4.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

4.1.12 Experience various literary and media genres.

1. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, films, video) genres.
2. Determine the problem of a story, discover its solution, and consider alternate solutions.
3. Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion.
4. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.
5. Make inferences about print and non-print text.
6. Compare and contrast events and characters using evidence cited from print and non-print text(s).
7. Compare and contrast different versions/representations of the same stories/events that reflect different cultures.
8. Summarize selected passages.
9. Distinguish between first and third person points of view.
10. Explore the concept of theme.
11. Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, personification).

4.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

4.1.spi.1. identify correctly used capital letters with names, dates, and addresses, and at the beginning of sentences within context.

4.1.spi.2. use table of contents, title page, and glossary to locate information.

4.1.spi.3. use prefixes, suffixes and root words as aids in determining meaning within context.

4.1.spi.4. recognize plot features of fairy tales, folk tales, fables, and myths.

4.1.spi.5. identify characters, setting, and plot in a passage.

At Level 2, the student is able to

4.1.spi.6. determine the problem of a story and recognize its solution.

4.1.spi.7. identify grade level compound words, contractions, and common abbreviations within context.

4.1.spi.8. use headings, graphics, and captions to make meaning from texts.

4.1.spi.9. select appropriate synonyms, antonyms, and homonyms within context.

4.1.spi.10. determine the meaning of unfamiliar words/multiple meaning words using context clues, dictionaries, and glossaries.

4.1.spi.11. recognize and use grade appropriate vocabulary within text.

4.1.spi.12. evaluate texts for elements of fact/opinion and reality/fantasy.

4.1.spi.13. distinguish between fact and opinion within text.

4.1.spi.14. interpret information using a chart, map, or timeline.

4.1.spi.15. use available text features (e.g., graphics, glossaries, and illustrations) to make meaning from text.

4.1.spi.16. indicate the sequence of events in print (fiction and non-fiction) and in non- print texts.

4.1.spi.17. make predictions about text.

4.1.spi.18. select questions to clarify thinking.

4.1.spi.19. identify different forms of text (e.g., poems, drama, fiction, non-fiction).

4.1.spi.20. recognize cause and effect relationships within text.

At Level 3, the student is able to

4.1.spi.21. identify and interpret similes and metaphors.

4.1.spi.22. determine appropriate inferences and draw conclusions from text.

4.1.spi.23. select sources from which to gather information on a given topic.

4.1.spi.24. locate information to support opinions, predictions, and conclusions.

4.1.spi.25. identify the author's purpose (to entertain, to inform, to persuade, to share feelings).

4.1.spi.26. recognize the sounds of language (i.e., alliteration, rhyme, and repetition).

4.1.spi.27. choose a logical word to complete an analogy using synonyms and antonyms.

Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

4.1.tpi.1 listen attentively by facing the speaker, asking questions and paraphrasing.

4.1.tpi.2 use established rules of conversation consistently (taking turns, raising hands).

4.1.tpi.3. decode words using learned strategies.

4.1.tpi.4. demonstrate an awareness of the sounds of language, including rhyming patterns.

4.1.tpi.5. reflect punctuation while reading.

4.1.tpi.6. formulate and respond to questions from teacher and other group members.

At Level 2, the student is able to

4.1.tpi.7. identify a purpose for reading

4.1.tpi.8. understand, follow and give oral multi-step directions.

4.1.tpi.9. preview the text to activate prior knowledge.

4.1.tpi.10. read and recognize various literary genres (e.g., poems, plays, chapter books and textbooks).

4.1.tpi.11. use metacognitive strategies to improve comprehension.

4.1.tpi.12. predict outcomes based on prior knowledge and adjust as additional knowledge is acquired.

4.1.tpi.13. express personal opinions and reactions to text (e.g., reading journal).

4.1.tpi.14. relate literary experiences, (e.g., literacy circles, written/oral reports).

4.1.tpi.15. summarize materials read and/or lessons learned.

4.1.tpi.16. connect life experiences to texts read.

4.1.tpi.17. respond creatively to texts.

4.1.tpi.18. use common text features to enhance understanding.

4.1.tpi.19. read aloud frequently using appropriate expression and rate.

4.1.tpi.20. read fluently basic grade-appropriate selections.

4.1.tpi.21. make connections among various texts showing similarities and differences related to setting, events, and characters.

At Level 3, the student is able to

4.1.tpi.22. organize prior knowledge, using a variety of strategies (e.g., brain-storming, graphic organizers, webbing, and mapping).

4.1.tpi.23. use content specific vocabulary.

4.1.tpi.24. use library media sources to access information (e.g., encyclopedias, Internet, electronic catalog).

4.1.tpi.25. compare and contrast elements of stories from different cultures.

4.1.tpi.26. extend ideas presented in text.

4.1.tpi.27. read daily and independently.

4.1.tpi.28. recognize propaganda techniques (i.e., bandwagon, loaded words, testimonials).

4.1.tpi.29. deliver an oral presentation on an assigned topic.

4.1.tpi.30. verify the meaning/usage of a multiple-meaning word through the use of a dictionary or thesaurus.

4.1.tpi.31. draw conclusions from evidence within the text.

Fifth Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Demonstrate knowledge of concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1.09 Develop appropriate information skills and study skills to facilitate learning.

1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments

5.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions that may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation that includes an introduction and conclusion.
8. Create and deliver an oral presentation that uses visual aids or props and incorporates several sources.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Present and/or perform original or published literary work with a group and/or individually.
12. Participate in recitations of assigned/self-selected passages.

5.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter titles, glossary, appendix, and index).
2. Use common text features to enhance understanding (e.g., headings, keywords, graphics, captions, side bars, footnotes).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies).

5.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of sound in language. (e.g., alliteration, onomatopoeia, rhythm, beat).

5.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

5.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, echo reading, and reader's theater).
2. Read with fluency and confidence from a variety of text (e.g., poetry, drama, newspapers, novels, textbooks).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

5.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Use context clues and pronunciation cues when appropriate to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
10. Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words).
11. Build vocabulary by reading from a wide variety of text and literary genres.

5.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to locate specific information/facts, to discover models for writing).
2. Utilize reference sources to build background for reading.
3. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
4. Explore significant words to be encountered in selected/assigned text.
5. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
6. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
7. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

5.1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading by
   1. formulating clarifying questions.
   2. predicting outcomes based upon prior knowledge and adjusting appropriately.
   3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
   4. creating mental images.
   5. expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
   6. making inferences and recognizing unstated assumptions.
   7. verifying or modifying the pre-reading purpose.
   8. drawing conclusions based on evidence gained.

1. indicating sequence of events in fiction and nonfiction text.
2. selecting main idea and supporting details from text.
3. identifying the author's purpose (e.g., to entertain, to inform, to explain, to persuade).
4. discussing similarities and differences in events and/or characters using evidence cited in three or more texts.
5. selecting, prioritizing, and organizing information to meet a specific purpose.
6. stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fiction.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, hyperboles, personification, imagery).
11. recognizing a common theme between two passages.
12. reflecting upon comprehension strategies utilized to make meaning from text.

5.1.09 Develop appropriate informational skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various formats (e.g., interviews with family, community leaders and government leaders; encyclopedias, card/electronic catalogs, almanacs, newspapers, and periodicals).
2. Use media (e.g., photographs, videos, films, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).
8. Develop notes that include important concepts, paraphrase, summaries, and identification of reference sources.
9. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, periodicals) on daily life.
10. Identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials).
11. Gather and record information on a research topic using three or more sources.

5.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

5.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

5.1.12 Experience various literary and media genres.

1. Read and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, film, video) genres.
2. Predict and determine the sequence of events in a story including possible problems and solutions.
3. Identify the conflict of the plot.
4. Interpret a character's feelings and identify his motives.
5. Trace changes in the main character and describe how this affects the plot.
6. Make inferences about print and non-print text.
7. Identify how culture, ethnic, and historical eras are represented in print and non-print texts.
8. Compare and contrast events and characters using evidence cited from print and non-print text(s).
9. Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.
10. Summarize selected passages.
11. Retell a story from a different point of view.
12. Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

5.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Fifth Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

5.1.spi.1. recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.

5.1.spi.2 select appropriate synonyms, antonyms, and homonyms within context.

5.1.spi.3. identify compound words, contractions, and common abbreviations within text.

5.1.spi.4. select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars).

5.1.spi.5. identify setting, characters, and plot in a passage.

At Level 2, the student is able to

5.1.spi.6. recognize and use grade appropriate vocabulary within context.

5.1.spi.7. select questions used to focus and clarify thinking before, during and after reading the text.

5.1.spi.8. determine correct meaning/usage of multiple-meaning words within context.

5.1.spi.9. determine word meanings within context.

5.1.spi.10. identify the sequence of events in fiction and non-fiction selections.

5.1.spi.11. select stated or implied main idea and supporting details from text.

5.1.spi.12. identify stated or implied cause and effect relationships.

5.1.spi.13. distinguish between elements of fact/opinion and reality/fantasy.

5.1.spi.14. determine inferences from selected passages.

5.1.spi.15. select the appropriate summary statement for a given passage.

5.1.spi.16. locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, and tables of content).

5.1.spi.17. recognize reasonable predictions of future events within a given context.

At Level 3, the student is able to

5.1.spi.18. distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).

5.1.spi.19. identify and interpret the main incidents of a plot, their causes, how they  influence future actions, and how they are resolved.

5.1.spi.20. recognize that a story is told from the first person point of view.

5.1.spi.21. identify the author's purpose(s) (i.e. to inform or to entertain).

5.1.spi.22. determine whether the theme is stated or implied within a passage.

5.1.spi.23. identify similes, metaphors, personification, and hyperbole in context.

5.1.spi.24. identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).

5.1.spi.25. identify information to support opinions, predictions, and conclusions.

5.1.spi.26. select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.

5.1.spi.27. identify, using a graphic organizer, placement of events.

Performance Indicators Teacher

As documented through teacher observation -

At Level 1, the student is able to

5.1.tpi.1. demonstrate active listening and observe conversational conventions in both formal and informal settings.

5.1.tpi.2. decode unknown words utilizing learned strategies and verify word meanings within the context.

5.1.tpi.3. read orally with fluency using appropriate pronunciation, expression, and rate.

5.1.tpi.4. recognize various literary genres (e.g., poetry, short stories, plays, novels, folk tales, myths, and science fiction).

5.1.tpi.5. relate and discuss literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).

5.1.tpi.6. understand, follow, and give oral multi-step directions, which may include pictures or graphics.

5.1.tpi.7. predict outcomes and adjust as additional information is acquired.

5.1.tpi.8. connect life experiences to text.

At Level 2, the student is able to

5.1.tpi.9. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.

5.1.tpi.10. organize prior knowledge using a variety of strategies (e.g., webbing, mapping, and brainstorming).

5.1.tpi.11. build vocabulary by reading from a wide variety of texts and literary genres.

5.1.tpi.12. use content specific vocabulary.

5.1.tpi.13. use metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, and drawing on earlier reading).

5.1.tpi.14. summarize orally what has been learned or accomplished after completing an activity or assignment.

5.1.tpi.15. express reactions and personal opinions to a selection or relate the selection to personal experience.

5.1.tpi.16. participate in creative responses to texts.

5.1.tpi.17. set a purpose for reading (e.g., to understand, to enjoy, and to locate information).

5.1.tpi.18. use library media sources to access information.

5.1.tpi.19. use learned strategies to determine the meaning of unfamiliar words.

5.1.tip.20. read fluently basic grade appropriate selections.

5.1.tpi.21. read daily and independently.

At Level 3, the student is able to

5.1.tpi.22. design and deliver an oral presentation incorporating several sources, using visual aids or props.

5.1.tpi.23. recognize, create, and discuss the techniques of propaganda (i.e., band wagon, loaded words, testimonials).

5.1.tpi.24. discuss similarities and differences in events and/or characters, using evidence cited in two or more texts.

5.1.tpi.25. identify how culture, ethnicity, and historical eras are represented in literary text.

5.1.tpi.26. relate text to prior personal and historical experiences as well as previously read print and non-print media.

5.1.tpi.27. make inferences and recognize unstated assumptions.

5.1.tpi.28. make connections among various texts showing similarities and differences.

5.1.tpi.29. use media and current technology as a research and communication tool to view, read, and represent information.

5.1.tpi.30. extend ideas presented in texts.

5.1.tpi.31. interact with the text(s) (e.g., ask questions, make comments, use post-it notes).

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Sixth Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Develop an understanding of the concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Employ pre-reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1.09 Refine study skills and develop methods of research to enhance learning.

1.10 Develop skills to facilitate reading in the content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience and explore the elements of various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments

6.1.01 Continue to develop oral language and listening skills.

1. Model active listening in both formal and informal settings.
2. Know and use rules for conversations.
3. Continue to formulate and respond to questions from teachers and classmates.
4. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
5. Participate in creative responses to text (e.g., dramatizations, speeches).
6. Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.
7. Introduce the importance of using correct stress, pitch, and juncture in oral reading and presenting.
8. Continue to interpret and use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).

6.1.02 Develop an understanding of the concepts of print.

1. Continue to use parts of text effectively for learning (e.g., title page, preface, table of contents, glossary, appendix, index).
2. Continue to demonstrate knowledge of the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
3. Continue to recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspaper/magazine, letters, dramas, technical manuals, textbooks).

6.1.03 Expand reading skills through phonemic awareness.

1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
2. Identify patterns of rhyme and rhythm.
3. Respond to and analyze the effects of sound in language (e.g., alliteration, onomatopoeia, rhythm, accent, rhyme).

6.1.04 Use decoding strategies to read unfamiliar words.

1. Use knowledge of root words, prefixes, suffixes, and syllabication to decode unfamiliar words.
2. Use context clues to determine unknown words and to discriminate between multiple meaning words.
3. Decode unknown grade level words utilizing previously learned strategies to verify the word's meaning within the context of the selection.

6.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g. paired reading, choral reading, read alongs, and readers' theater).
2. Participate in guided reading.
3. Read using appropriate pronunciation, expression, and rate.
4. Adjust speed based on the purpose for reading.
5. Read independently on a daily basis.

6.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.
2. Build vocabulary by reading from a wide variety of print and non-print texts and literary genres.
3. Increase knowledge of roots, prefixes, and suffixes to infer word meanings.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
5. Replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
6. Continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking.
7. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
8. Explore mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetic) to acquire new vocabulary.
9. Continue to determine the correct meaning/usage of multiple meaning words.
10. Use the correct word to complete an analogy.
11. Recognize widely used foreign words (e.g., bon jour; hasta la vista).

6.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, to discover models of writing).
2. Utilize personal experiences to build background knowledge for reading.
3. Use previously learned strategies to front load text (e.g., skimming and scanning).
4. Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).
5. Identify the importance and the significance of the reading selections to learning and life.
6. Explore significant words to be encountered in the text.
7. Make predictions about text.
8. Relate text to prior personal experiences or opinions as well as previously read print and non-print texts.

6.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. Derive meaning while reading by

1. continuing to formulate clarifying questions while reading.
2. predicting outcomes, state reasonable generalizations, and draw conclusions from the reading selection based on prior knowledge and information.
3. using metacognitive and self-monitoring strategies while reading (e.g. pausing, rereading, recognizing miscues, consulting other sources, reading ahead, asking for help).
4. engaging in reading between the lines (i.e. stating implied information).
5. continuing to create mental pictures from abstract information.
6. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
7. continuing to make inferences.
8. verifying or modifying prereading purpose as addition information is obtained.
9. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).

b. Derive meaning after reading by

1. indicating the sequence of events.
2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.
3. identifying the author's purpose.
4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.
5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses (i.e. grounding students in the text).
6. determining cause and effect relationships.
7. determining whether a given statement is a fact or an opinion.
8. identifying and interpreting figurative language (idioms, similes, metaphors, hyperboles, personification, imagery, puns).
9. demonstrating an understanding of stated and implied themes and recognizing that themes recur throughout literature.
10. reflecting upon comprehension strategies used to make meaning from texts.
11. making connections among various print (e.g. other stories) and non-print texts (e.g., movies, photographs, artwork).
12. making connections among the various literary genres and themes with personal, historical, and cultural experiences.

6.1.09 Refine study skills and develop methods of research to enhance learning.

1. Use and discern appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
2. Recognize media (e.g., on-line catalog, non-fiction books, encyclopedias, CD-ROM, references, Internet) as resources for viewing, reading, and representing information.
3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
4. Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedia, periodicals, procedural manuals).
5. Distinguish between primary and secondary source documents.
6. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.
7. Use skimming and scanning skills.
8. Retrieve, organize, and represent information to demonstrate effectively knowledge acquired.
9. Develop notes that include important concepts, summaries, and identification of reference sources.
10. Identify various forms of media and consider their impact on daily life.
11. Demonstrate knowledge of propaganda techniques (i.e. bandwagon, loaded words, testimonials).
12. Use a variety of materials to prepare a research paper that includes a title page and list of sources.

6.1.10 Develop skills to facilitate reading in the content areas.

1. Develop and maintain vocabulary specific to content areas and to current events.
2. Locate information using available text features (e.g., tables of content, maps, timelines, charts, graphics, indexes, glossaries, and footnotes).
3. Continue to apply comprehension skills and strategies to informational text in the content areas.
4. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).
5. Interact with the text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).
6. Analyze the reliability of sources by examining the authors' backgrounds.

6.1. 11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

6.1.12 Experience and explore the elements of various literary and media genres.

1. Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g. music, films, videos, documentaries, the arts, photographs) genres.
2. Recognize the elements of each literary and media genre.
3. Identify the theme and determine if theme is stated or implied.
4. Recognize that certain themes recur and be familiar with commonly recurring themes.
5. Identify the plot element of exposition (i.e. introduction of characters, setting, and conflict) in print and non-print text.
6. Explore the author's development of characters/characterization (e.g., through words, speeches, actions, thoughts, narrator's comments, interactions with other characters, motivations).
7. Identify the characteristics of stereotypical and realistic characters.
8. Explore how an author creates mood to set a tone.
9. Compare and contrast the elements of plot between or among stories.
10. Determine the narrator's/author's point of view (i.e. first person or third person).
11. Summarize and paraphrase selected passages for discussion and/or written assignments or presentations.
12. Demonstrate knowledge of similes, metaphors, personification, imagery, and symbolism.
13. Explore deductive reasoning to facilitate and to extend understanding of texts.
14. Explore the concepts of foreshadowing and flashback.

6.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
2. Use personal criteria to select reading material (personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (book discussions, literary circles, writing, oral presentations, artistic expressions).
5. Experience and develop an awareness of literature that reflects a diverse society.
6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.
7. Engage in reading as a leisure time activity.

Sixth Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

6.1.spi.1. use knowledge of root words, affixes, syllabication and/or spelling patterns as aids in determining meaning within context.

6.1.spi.2. determine whether a given statement within a passage is fact or fiction.

6.1.spi.3. indicate sequence of events in print and non-print texts.

6.1.spi.4. predict future events of a passage.

6.1.spi 5. select appropriate synonyms, antonyms, and homonyms within context.

6.1.spi 6. use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words.

6.1.spi..7. select questions to clarify thinking.

6.1.spi. 8 . use common text features to make meaning from text (i.e., newspapers and textbooks).

6.1.spi. 9. evaluate text for fact and opinion.

At Level 2, the student is able to

6.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context.

6.1.spi.11. locate information using available text features.

6.1.spi.12. recognize that purpose determines text format.

6.1.spi.13. analyze the effects of sound in context (i.e., onomatopoeia, alliteration, accent, rhyme, and repetition).

6.1.spi.14. choose the correct meaning of multiple meaning words in context.

6.1.spi.15. locate and verify information to support opinions, predictions, and conclusions.

6.1.spi.16. identify stated or implied cause and effect relationships.

6.1.spi.17. draw inferences from selected texts.

6.1.spi.18. analyze the use of similes, metaphors, personification, and hyperbole within context.

6.1.spi.19. select sources from which to gather information on a given topic and determine their reliability.

6.1.spi.20. distinguish among various literary genres (e.g., poetry, drama, fiction, and non-fiction).

6.1.spi.21. determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.

6.1.spi.22. recognize the first person point of view in literature.

6.1.spi 23. select an appropriate summary statement and determine whether the theme is stated or implied.

At Level 3, the student is able to

6.1.spi.24. specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.

6.1.spi.25. identify patterns of rhyme and rhythm.

6.1.spi.26. determine the author's purpose for writing a selection (i.e., to inform, to persuade, to entertain, to share emotions).

6.1.spi.27. recognize common propaganda techniques (i.e. bandwagon, loaded words, and testimonials).

Performance Indicators Teacher

As documented through teacher observation -

At Level 1, the student is able to

6.1.tpi.1. read orally, using appropriate expression, pronunciation and rate.

6.1.tpi.2. use self-correction (metacognitive) strategies while reading (e.g., rereading, reading ahead, identifying miscues).

6.1.tpi.3. recognize and read fluently from various literary genres (e.g., poetry, drama, novels, short stories, fantasies, and legends).

6.1.tpi.4. summarize orally what has been learned or read.

6.1.tpi.5. demonstrate active listening in both formal and informal settings, while modeling accepted conversational conventions.

6.1.tpi.6. use learned strategies to determine the meaning of unfamiliar words.

6.1.tpi.7. set a purpose for reading.

6.1.tpi.8. make creative responses to texts.

At Level 2, the student is able to

6.1.tpi.9. preview text and organize prior knowledge (e.g., webbing, mapping, listing).

6.1.tpi.10. express personal reactions to a text and/or relate the selection to personal experience.

6.1.tpi.11. design and deliver an oral presentation using props or visual aids and incorporating several sources, including other content areas.

6.1.tpi.12. show similarities and differences in literary elements among texts.

6.1.tpi.13. make connections between two or more literary texts.

6.1.tpi.14. make inferences and recognize unstated assumptions.

6.1.tpi.15. read daily and independently from self-selected materials.

6.1.tpi.16. interact with text(s) (e.g., ask questions, make comments, and use post-it notes).

6.1.tpi.17. apply comprehension strategies to texts in the content areas.

6.1.tpi.18. build vocabulary by reading a wide variety of texts and genres.

6.1.tpi.19. recognize, create, and discuss the techniques of propaganda (e.g., bandwagon, loaded words, testimonials).

6.1.tpi.20. read fluently basic grade appropriate selections.

6.1.tpi.21. explore statements in context and give support for determination as fact or opinion.

6.1.tpi.22. use metacognition and self-monitoring strategies while reading (e.g., pausing, rereading, identifying miscues, consulting other sources, and reading ahead).

At Level 3, the student is able to

6.1.tpi.23. identify how culture, ethnicity, and historical eras are represented in literary texts.

6.1.tpi.24. relate texts to prior personal and historical experiences, as well as to previously read print and non-print media.

6.1.tpi.25. use media and current technology as a research and communication tool to view, read, and represent information.

6.1.tpi.26. develop vocabulary by reading from a wide variety of texts and literary genres.

6.1.tpi.27. use content specific vocabulary.

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Seventh Grade: Content Standard: 1.0

The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

Learning Expectations:

1.01 Continue to develop oral language and listening skills.

1.02 Develop an understanding of the concepts of print.

1.03 Expand reading skills through phonemic awareness.

1.04 Use decoding strategies to read unfamiliar words.

1.05 Read to develop fluency, expression, accuracy, and confidence.

1.06 Expand reading vocabulary.

1.07 Employ pre-reading strategies to facilitate comprehension.

1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1.09 Refine study skills and develop methods of research to enhance learning.

1.10 Develop skills to facilitate reading in the content areas.

1.11 Read independently for a variety of purposes.

1.12 Experience and explore the elements of various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Reading Accomplishments

7.1.01 Continue to develop oral language and listening skills.

1. Continue to model active listening in both formal and informal settings.
2. Adhere to rules for public conversation.
3. Continue to formulate and respond to questions from teachers and classmates.
4. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.
5. Participate in creative responses to text (e.g. dramatizations, speeches).
6. Deliver an oral presentation, using multiple sources of information from any content area, utilizing visual aids for contextual support.
7. Use the proper stress, pitch, and juncture in oral reading and presenting.
8. Continue to use a variety of non-verbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, eye contact).

7.1.02 Develop an understanding of the concepts of print and non-print materials.

1. Use parts of text effectively for learning (e.g., title page, preface, table of contents, epilogue, glossary, appendix, index).
2. Analyze the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, sidebars).
3. Identify the differences among various print and non-print formats (i.e. prose, poetry, newspaper/magazine, letters, dramas, technical manuals, screenplays, photographs, works of art, and textbooks).

7.1.03 Expand reading skills through phonemic awareness.

1. Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poems, music lyrics, books on tape, read alouds).
2. Analyze patterns of rhyme and rhythm to determine effectiveness.
3. Analyze the effects of sound in language (e.g., alliteration [assonance and consonance], onomatopoeia, accent, repetition).

7.1.04 Use decoding strategies to read unfamiliar words.

1. Expand knowledge of root words, prefixes, and suffixes to facilitate the decoding of unknown words.
2. Continue to use context clues to determine unknown words and identify multiple meaning words.
3. Continue to decode unknown grade level words utilizing previous learned strategies and verify the words meaning within the context of the selection.

7.1.05 Read to develop fluency, expression, and accuracy.

1. Continue to demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts (e.g., paired reading, choral reading, and read alongs).
2. Continue to participate in guided reading.
3. Continue to read using appropriate pronunciation, expression, and rate.
4. Continue to adjust speed based on the purpose for reading.
5. Continue to read independently on a daily basis.

7.1.06 Expand reading vocabulary.

1. Continue to build vocabulary by listening to literature, participating in class discussions, and reading self-selected and assigned texts.
2. Build vocabulary by reading from a wide variety of texts, literary genres and modes.
3. Determine word meanings using expanded knowledge of roots, prefixes, and suffixes.
4. Continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.
5. Continue to replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.
6. Analyze and incorporate grade appropriate synonyms, antonyms, homonyms, and multiple meaning words into reading vocabulary and writing.
7. Continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).
8. Use mnemonic devices (e.g. rhyming words, vocabulary cartoons, kinesthetics) to acquire new vocabulary.
9. Continue to determine the correct meaning/usage of multiple meaning words.
10. Select the correct word or phrase to complete an analogy.
11. Consider word etymology and semantic change as part of vocabulary study.
12. Recognize, decode, and interpret widely used foreign phrases (e.g., bon voyage; mi casa es su casa).
13. Define connotation and denotation to use for vocabulary studies.
14. Discover ways by which a language acquires new words (e.g., borrowing from other languages, compounding words).
15. Identify words that serve as clues to reveal time periods and cultures represented (e.g. use of vocabulary associated with a particular time period, region, or country).

7.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).
2. Utilize reference sources and personal experience to build background knowledge for reading.
3. Continue to use previously learned strategies to front load text (e.g., skimming and scanning).
4. Continue to preview text, using supports (e.g., illustrations/pictures, captions, timelines, graphs, diagrams, headings, subheadings, and footnotes).
5. Explain the importance and the significance of the reading selections to learning and life.
6. Define significant words to be encountered in the text.
7. Make predictions about text.
8. Relate text to prior personal experiences or opinions, historical knowledge, and current events as well as previously read print and non-print texts.

7.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

1. Derive meaning while reading by

1. continuing to formulate clarifying questions.
2. adjusting predictions made while pre-reading based on information gained.
3. continuing to predict outcomes, state reasonable generalizations, and draw conclusions based on prior knowledge and information gained while reading.
4. using metacognitive and self-monitoring strategies while reading (pausing, rereading, miscues, consulting other sources, reading ahead).
5. engaging in reading between the lines (i.e., imagining parallel events, stating implied information.)
6. continuing to create mental pictures from abstract information.
7. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts.
8. making inferences and recognizing unstated assumptions.
9. verifying or modifying pre-reading purpose as addition information is obtained.
10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text)

b. Derive meaning after reading by

1. indicating and analyzing the sequence of events.
2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element.
3. identifying the author's purpose and determining if the purpose is met.
4. discussing similarities and differences in events and characters using evidence cited from the text or various texts
5. finding contextual support for responses to questions, for assistance in formulating ideas and opinions, and for supporting personal responses.
6. analyzing cause and effect relationships.
7. analyzing statements as fact or opinion.
8. interpreting figurative language (e.g., idioms, similes, metaphors, personification, imagery, puns).
9. demonstrating an understanding of implied themes and identifying themes that commonly recur in literature.
10. reflecting upon comprehension strategies utilized to make meaning from texts.
11. continuing to make connections among various print and non-print texts.
12. continuing to make connections among the various literary genres and themes with personal, historical, and cultural experiences.

7.1.09 Refine study skills and develop methods of research to enhance learning.

1. Use and discern appropriate reference sources in various formats (e.g. encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet).
2. Use media (e.g. on-line catalog, non-fiction books, encyclopedias, CD-ROM, references, Internet) to view, read, and represent information.
3. Use current technology (e.g., the Internet, CD-ROMs, online catalogs) as a research communication tool.
4. Use a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedia, periodicals).
5. Distinguish between primary and secondary source documents.
6. Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials.
7. Continue to use skimming and scanning skills.
8. Retrieve, organize, represent, and analyze information to demonstrate effectively knowledge acquired.
9. Develop and use notes that include important concepts, summaries, and identification of reference sources.
10. Analyze various forms of media and consider their impact on daily life.
11. Recognize and use the techniques of propaganda (i.e. bandwagon, loaded words, testimonials).
12. Select and use a variety of sources to prepare a research paper that includes a title page, outline, notes, and a bibliography.

7.1.10 Develop skills to facilitate reading in a variety of content areas.

1. Increase and maintain vocabulary specific to content and to current events.
2. Continue to locate information using available text features (e.g., maps, charts, timelines, graphics, footnotes, indexes, glossaries, and tables of content, captions).
3. Apply and analyze comprehension skills and strategies to informational text in the content areas.
4. Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, miscues).
5. Continue to interact with the text.
6. Assess the reliability of sources.

7.1. 11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

7.1.12 Experience and explore the elements of various literary and media genres.

1. Continue to read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, non-fiction of high interest) and media (e.g., music, films, videos, documentaries, visual and performing arts) genres.
2. Recognize the distinguishing elements of various literary and media genres.
3. Identify the elements found in the exposition (i.e. introduction of characters, setting, and conflict) of print and non-print text.
4. Determine how the author develops characters/characterization (e.g., through words, speech, actions, thoughts, narrator, interactions, motivation).
5. Identify and explain the rising action, climax, and falling action of a story/event.
6. Identify words and phrases used by authors to create mood to establish a tone.
7. Compare and contrast elements of plot between or among stories.
8. Continue to identify how point of view (i.e., first person or third person, limited and omniscient) shapes the plot of the story or the perspective of the characters and audience.
9. Summarize and paraphrase selected passages/film clips for discussion and/or for written assignments or presentations.
10. Make inferences about print and non-print text.
11. Use deductive reasoning to facilitate and to extend understanding of print and non-print texts.
12. Explore the differences among non-fiction materials (e.g., letters, memoirs, diaries, journals, autobiographies, biographies, and educational, informational and technical texts).
13. Demonstrate knowledge of similes, metaphors, personification, symbolism, idioms, puns, flashback and foreshadowing.
14. Explore the concept of irony.

7.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, artistic expressions).
5. Experience and develop an awareness of literature that reflects a diverse society and encourages tolerance.
6. Maintain a personal reading list/or reading log/journal to reflect reading gains and accomplishments.

Seventh Grade Benchmarks/Indicators (Reading)

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

7.1.spi.1. derive information from the following text features: timelines, graphs, headings, and subheadings within context.

7.1.spi.2. determine the meaning of unknown words and/or multiple meaning words through the use of context clues.

7.1.spi.3. replace unknown words in context with appropriate synonyms or antonyms.

7.1.spi.4. make predictions about the outcome of a given passage.

7.1.spi.5. formulate clarifying questions for use before, during, or after reading.

7.1.spi.6. identify the main idea in a reading selection.

7.1.spi.7. distinguish between fact and opinion within context.

7.1.spi.8. decode unknown grade level words in context, using previously