Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands and uses different skills and strategies to read.

1.1 Uses word recognition and word meaning skills to read and comprehend
* Uses knowledge of phonetic principles (common letter/sound patterns) for word recognition
*  Uses word and sentence structure (e.g., syllabification, affixes, roots, compound words, contractions) to decode
*  Discusses reading strategies for identifying unknown words (e.g., context, re-reading, self-correcting, phonics, structure)

1.2 Builds vocabulary through reading
* Increases vocabulary through reading fiction and nonfiction
*  Uses references (e.g., dictionaries, glossaries)

1.3 Reads fluently, adjusting reading for purpose and material
* Practices reading for accuracy and fluency at Stages E, F
* Reads aloud with appropriate expression to convey meaning
*  Re-reads and adjusts reading pace to clarify meaning
*  Skims and scans to select books or locate information

1.4 Understands elements of literature
* Identifies similes, exaggeration, dialogue
* Understands sentence, paragraph, and chapter structure
* Understands story elements: plot, characters, setting, point of view, problem, solution

1.5 Uses features of nonfiction text and computer software
* Uses previously introduced text features:

Computer: keyboard, icon, mouse
Text: title, page number, caption, label, chart, author and illustrator, cover information, title page, table of contents, diagram, map, glossary, map and key, index, chapter, pie chart/bar graph, directions

* Identifies and understands new features:

Computer: computer menu, keyword search
Text: appendix, reference, introduction, timetable, parenthesis, acknowledgement, checklist, subheading, table, asterisk, graph, blurb

Instructional Support Materials
* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
1.1
* Highly recurring phonics elements
* Structural analysis
* Guided reading

1.2
* Word wall
* Bridge map
* Vocabulary web
* Defining format
* Dancing definitions

1.3
* Choral reading
* Reader's theater
* Rereading
* Shared poetry, chants, songs

1.4
* Character profile or analysis
* Story map
* Explicit instruction
* Problem solution chart
* Guided reading

1.5
* Explicit instruction of text features

1.1 - 1.5
* Chunking
* Multi-flow map
* Two column notes
* Context clues
* Key word
*Taxonomies

Assessment
* CBA's
* Informal reading inventories
* Basic Reading Inventory
* Evidence of student work
* Developmental Reading Assessment K-3 (DRA)
* Diagnostic checks

Standard 2. The student understands the meaning of what is read.

2.1 Comprehends important ideas and details
* Retells in correct sequence using story elements
* Identifies main idea and supporting details
* Connects text and personal experience
* Understands stories with a number of characters, events, and scene changes
* Predicts or infers with supporting evidence

2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
* Uses thinking skills to increase understanding including ability to predict, infer, sequence, compare, summarize, and analyze-all with supporting evidence

2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective
* Discusses author's purpose, point of view, and persuasive techniques
* Differentiates between reality and fantasy, fiction and nonfiction, fact and opinion
* Applies information gained from reading to give a response and express insight

Instructional Support Materials
* Legacy Of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
2.1
* Story map
* Plot summary
* Anticipation guide
* Tree map
* Flow map
* DRTA

2.1 - 2.3
* Think aloud
* Visualization
* Student-generated questions
* Guided reading
* Read aloud
* QAR's
* Double bubble map
* Tree map
* Circle frame map
* Think-pair-share
* Opinion proof chart
* Read-draw-write

Assessment
* CBA's
* Developmental Reading Assessment K-3 (DRA)
* Student work
* Diagnostic checks
* Informal reading inventories
* Basic Reading Inventory

Standard 3. The student reads different materials for a variety of purposes.

3.1 Reads to learn new information and
3.2 Reads to perform a task
* Locates information on one topic from a variety of reference sources:
Instructions, report, nonfiction text: (science, social studies, math, the arts, health and fitness), recount, question and answer, article, poster

Reference: glossary, dictionary, map

* Reads new forms of nonfiction for research and real life purposes:

Directions
Reference: encyclopedia, almanac
Literacy: diary/journal, biography, essay
Advertising: advertisement, labels, signs, brochure
Workplace: technical text

3.3 Reads for literary experience in a variety of forms
* Reads a variety of fiction representing different cultures, perspectives, and issues:

Narrative (realistic, fantasy, traditional, tall tale, folktale, legend, fable, myth), verse (rhyming and blank), rhyme, letter, journal/diary, songs, drama, essay, adage, proverb

3.4 Reads for career applications
* Discusses different kinds of material people might read in their work
*  Reads non-technical documents (e.g., directions or instructions, internet searches)

Instructional Support Materials
* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
3.1 - 3.4
* Shared reading
* Independent reading (DEAR, WEB, SSR)
* Journal responses
* Learning logs
* Number notes
* Two-column note-taking
* KWL
*  Book response form
* Multi-flow map
*  Anticipation guide
* Key word

Assessment
* Student portfolios
* Reading logs
* Journals
*  Guided reading

Standard 4. The student sets goals and evaluates progress to improve reading.

4.1 Assesses strengths and need for improvement

* Assesses and discusses own progress in vocabulary development, reading and thinking strategies, and reading a variety of texts with teacher guidance
* Sets specific goals based on progress

4.2 Seeks and offers feedback to improve reading

* Gives and receives feedback on progress toward reading standards (e.g., vocabulary learned, fluency, comprehension strategies)
*  Discusses own and others' responses to reading

4.3 Develops interests and shares reading experiences

*  Makes time for reading independently
* Discusses and presents favorite books and authors
*  Selects books at appropriate reading level

Instructional Support Materials

* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies

4.1 - 4.3
* Reading surveys
* Goal setting
* Reading conferences
*  Independent reading (DEAR, WEB, SSR)
* Discussion
* Reading logs
* QAR's
* Book talks

Assessment

* Student portfolios
* Reading logs
* Self-reflection
* Student self-assessment