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 text
* Applies phonetic principles including sounding out, using initial letters, and using common letter patterns to make sense of whole words
* Uses language structure to understand reading materials including sentence structure, prefixes, suffixes, contractions, and simple abbreviations
* Uses meaning, context, and pictures to comprehend story
* Identifies and uses strategies including working out unknown words, self-correcting, and re-reading to comprehend

1.2 Builds vocabulary through reading
* Builds reading vocabulary by interpreting context clues and using dictionaries, glossaries, and other sources
* Learns content area vocabulary

1.3 Reads fluently, adjusting reading for purpose and material
* Reads familiar text with ease
* Reads slowly or re-reads when using new skills or reading new materials
* Reads at Stage G with accuracy and fluency
* Skims and scans to select books or locate information

1.4 Understands elements of literature
* Identifies literary devices (e.g., exaggeration)
* Understands sentence structure, paragraphs, and chapters
* Understands story elements (e.g., plot, characters, setting, point of view, problem, sequence of events, solution)

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

Computer: keyboard, icon, mouse, computer menu, keyword searches
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, appendix, reference, introduction, timetable, parenthesis, acknowledgement, checklist, subheading, table asterisk, graph, blurb

* Identifies and understands new features:

Text: footnote, abbreviation, preface

* Finds and sorts information for a specific topic or purpose
* Locates and uses text organizers (e.g., index, glossaries)
* Recognizes organizational features of electronic information (e.g., pull-down menus, word searches, icons)

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

Instructional Strategies
1.1
* Guided reading
* Structural analysis
* Word chunking
* Morphology and etymology

1.2
* Word wall
* Vocabulary map
* Defining format
* Bridge map

1.3
* Reread
* Books on tape
* Reader's theater
* Independent reading (DEAR, SSR, WEB)

1.4
* Character analysis
* Read aloud
* Story map
* Bubble map
* Flow map
* Multi-flow map

1.5
* Explicit instruction

1.1 - 1.5
* Think aloud
* Key word
* Think-pair-share
* Discussion
* Preview and predict with evidence

Assessment
* Individual Reading Inventory
* Developmental Reading Assessment 4-8 (DRA)
* CBA's
* Journal responses
* WASL

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

2.1 Comprehends important ideas and details
* Demonstrates basic comprehension of the content of literary, informational, and task- oriented texts (e.g., plays, newspaper articles, instructions)
* Demonstrates comprehension of the main idea and supporting details; summarizes ideas in own words
* Connects previous experiences and knowledge when reading to understand characters, events, and information
* Makes inferences and predictions based on the reading text

2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
* Uses thinking skills to increase understanding including ability to predict, infer, question, compare, summarize, analyze, interpret, and evaluate - all with supporting evidence
* Applies information from reading to give response or insight
* Finds similarities and differences in stories; understands relationship between parts of a text or between two simple texts
* Uses logical sequence to accurately retell stories

2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective
* Separates fact from opinion
* Recognizes different purposes and styles for writing (e.g., point of view, persuasive techniques, cultural perspective)
* 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
* Guided reading
* Number notes
* Circle frame map
* Tree map
* Brace map

2.2
* Two word summary

2.1 - 2.3
* Guided reading
* QAR's
* Problem solution chart
* Literature circles
* Discussion
* Author's viewpoint
* Visualization
* Student-generated questions
* Journals
* Flow map
* Concept map
* Double bubble map
* Think-pair-share
* Opinion proof chart

Assessment
* Individual Reading Inventory
* Developmental Reading Assessment 4-8 (DRA)
* CBA's
* Response projects (e.g., diary, hyperstudio projet, story quilt)
* WASL
* Student work

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
* Reads nonfiction from previous years:
Instructions, report, nonfiction text, question and answer, article, poster directions

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

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

Reference: thesaurus, directory, atlas
Literacy: autobiography
Workplace: newspaper, memo, business, schedule

*  Locates information on one topic from a variety of resources
* Uses library to select texts at appropriate level, based on intent or purpose
* Locates and uses a variety of resource materials including technology
* Observes and uses signs, labels, and instructions
* Selects resources to answer a question or solve a problem
* Reads information and performs tasks for a variety of real life purposes (e.g., schedules, recipes, instructions)

3.3 Reads for literary experience in a variety of forms
* Reads, responds to, and evaluates a variety of traditional and contemporary literature (e.g., novels, folk tales, stories, myths, rhymes, poems, plays)
* Reads a variety of literature representing different cultures, perspectives, and issues
* Understands different views of family, friendship, culture, and tradition found in literature

3.4 Reads for career applications
*  Identifies the kinds of documents one might be required to read in a career setting
* Reads and interprets non-technical documents from career settings such as memos, directories, and schedules

Instructional Strategies
3.1 - 3.4
* Think aloud
* Explicit instruction of text features
* Read aloud
* Discussion
* Taxonomies
* Thematic units
* Literature circles
* Genre studies
* Shared reading

Assessment
* CBA's
* Diagnostic checks
* Evidence of student work
* Reading logs
* Teacher observation
* Anecdotal records

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

4.1 Assesses strengths and need for improvement
* Uses strategies to monitor reading progress and to overcome reading difficulties with guidance from the teacher
* Sets reading goals; asks questions and makes predictions prior to and during reading

4.2 Seeks and offers feedback to improve reading
* Uses agreed upon standards to improve reading skills such as fluency, vocabulary, and comprehension for self and others

4.3 Develops interests and shares reading experiences
* Selects favorite authors, subjects, and books and shares with others
* Selects books independently at appropriate level

Instructional Strategies
4.1 - 4.3
* Goal setting
*  Reading conferences
* Metacognition
* Literature circles
* Independent reading (DEAR, WEB, SSR)

Assessment
* Student self-assessment
* Reading conferences
* Reading logs