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
* Uses a variety of skills (phonetic principles, word structure, context, and meaning) to read
* Identifies and discusses reading strategies including working out unknown words, self-correcting, and re-reading when necessary to comprehend

1.2 Builds vocabulary through reading
* Increases vocabulary through reading and using references (e.g., dictionaries, glossaries, thesauruses)
* Uses written and pictorial context
* Learns content area vocabulary

1.3 Reads fluently, adjusting reading for purpose and material
* Sustains reading for extended periods
* Reads accurately and fluently at Stage H
* Reads aloud to convey meaning
* Rereads and adjusts pace to clarify meaning
* Skims and scans to select books or locate information

1.4 Understands elements of literature
* Recognizes figurative language (e.g., simile, metaphor, analogy, exaggeration, idiom, personification)
* Understands story elements: plot, characters, setting, point of view, problem, sequence of events, solution, theme

1.5 Uses features of nonfiction text and computer software
* Uses text features to find and sort information for a specific topic or purpose
* Recognizes organizational features of electronic information (e.g., pull-down menus, key word searches, icons)
* 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 heading, pie chart/bar graph, directions, appendix, reference, introduction, timetable, parenthesis, acknowledgement, checklist, subheading, table, asterisk, graph, blurb, footnote, abbreviation, preface

* Identifies and understands new features:

Computer: internet menus and search
Text: bibliography, quotation, chapter

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

Instructional Strategies
1.1
* Phonics/decoding strategy
* Structural analysis
* Guided reading

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

1.3
* Independent reading (DEAR, WEB, SSR)
* Choral reading
* Shared poetry

1.4
* Picture books for figurative language and story elements
* Character profile or analysis
* Story map
* Read aloud

1.1 - 1.5
* Explicit instruction
* Discussion
* Word chunking
* Two-column note-taking
* Problem solution chart
* Key word
* Attribute or retrieval chart
* List-group-label

Assessment
* CBA's
* Teacher observation
* Anecdotal records
* Portfolios
* Learning logs

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, task-oriented, and persuasive texts
* Retells in logical sequence using story elements or text structure
* Identifies main idea and supporting details
* Connects text to personal experience, other texts, and issues
* Understands stories with a number of characters, events, and scene changes

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
* Compares and contrasts texts or parts of text
* Synthesizes information on one topic from several sources

2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective
* Recognizes author's purpose, point of view, style, persuasive techniques, cultural perspective, and validity of information
* Differentiates between reality and fantasy, fiction and nonfiction, fact and opinion
* Applies information from a variety of texts

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

Instructional Strategies
2.1
* Story map
* Number notes
* Think-pair-share
* Concept map
* Flow map
* Spool paper

2.2
* Opinion proof chart
* Book response form
* Multi-flow map
* Double bubble map
* Saturation reports

2.3
* DRTA
* Metacognition

2.1 - 2.3
* Opinion proof chart
* Student-generated questions
* Read aloud
* Guided reading
* Fact opinion chart

Assessment
* Student portfolios
* CBA's
* Student journals
* Teacher observation
* Anecdotal records
* Developmental Reading Assessment 4-8 (DRA)
* Individual 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
* Reads nonfiction from previous years:
* Instructions, report, recount, article, poster, directions, nonfiction text: (science, social studies, math, the arts, health and fitness), question and answer

Reference: glossary, dictionary, map, encyclopedia, almanac, thesaurus, directory, atlas
Literacy: diary/journal, biography, essay, autobiography
Advertising: advertisement, labels, signs, brochure
Workplace: technical text, newspaper, memo, business letter, schedule

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

Advertising: promotional material
Workplace: manual

* Uses library to select texts at appropriate level based on interest or purpose
* Understands and identifies whether information is appropriate for a specific task
* Seeks material in and beyond school to pursue interest or complete a task

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, folktale, legend) verse (rhyming and blank, haiku, cinquain, ballad), rhyme, letter, journal/diary, songs, drama, essay, adage, proverb, magazine, comic, novel (historical and contemporary)

3.4 Reads for career applications
* Discusses ways that reading might be used in various careers
* Reads common documents found in career settings (e.g., letters, memos, reports)

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

Instructional Strategies
3.1 - 3.4
* Book talks
* Read aloud
* Shared reading
* Guided reading
* Independent reading (DEAR, WEB, SSR)
* Journals
* Learning logs
* Author studies
* Themed units
* Poetry

Assessment
* Reading logs
* Teacher observation
* Anecdotal records
* Portfolios

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

4.1 Assesses strengths and need for improvement
* Sees self as a reader
* 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 with teacher guidance

4.2 Seeks and offers feedback to improve reading
* Gives and receives feedback on progress toward reading standards (e.g., comprehension, variety of texts)
* Discusses own and others' responses to reading

4.3 Develops interests and shares reading experiences
* Self-selects texts at appropriate level on basis of interest or purpose
* Makes time for reading independently
* Discusses favorite books and authors

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

Instructional Strategies
4.1 - 4.3
* Goal-setting conference
* Discussion
* Learning logs
* Book talks
* Literature circles
* Independent reading (DEAR, WEB, SSR)

Assessment
* Student self-assessment questions