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Reading/ELA:
Reading/ELA:
- Document Date:
11/15/07 - Grades PK–3
- Grades 3–8
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Standard 1.0 General Reading Processes
Topic
B. Phonics
Indicator
- 1. Use a variety of phonetic skills to read unfamiliar words
Objective
- Apply phonics skills
Assessment limits:
- Hard and soft consonants
- Initial consonant blends (2 letters)
- Open and closed syllables
- Digraphs
Indicator
- 2. Decode words in grade-level texts
Objectives
- Sound out common word parts
- Break words into familiar parts
- Use word meanings and order in sentences to confirm decoding efforts
Indicator
- 1. Read orally from familiar text at an appropriate rate
Objectives
- Listen to models of fluent reading
- Read familiar text at a rate that is conversational and consistent
Indicator
- 2. Read grade-level text accurately
Objectives
- Reread and self-correct while reading
- Decode words automatically
- Use word context clues, sentence structure, and visual clues to guide self-correction
- Increase sight words read fluently
Indicator
- 3. Read grade-level text with expression
Objective
- Demonstrate appropriate use of phrasing
- Attend to sentence patterns and structures that signal meaning in text
- Use punctuation cues to guide meaning and expression
- Use pacing and intonation to convey meaning and expression
- Adjust intonation and pitch appropriately to convey meaning and expression
Topic
D. Vocabulary
Indicator
- 1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
- Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
- Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
- Collect 12-20 new words for deeper study each week
Indicator
- 2. Develop a conceptual understanding of new words
Objectives
- Identify and sort common words into conceptual categories such as general to specific, lesser to greater
- Identify and explain word relationships to determine the meanings of words
- Identify and use correctly new words acquired through study of their relationships to other words
Indicator
- 3. Understand, acquire, and use new vocabulary
Objectives
- Use context to determine the meanings of words
Assessment limits:
- Above grade-level words used in context
- Words with multiple meanings
- Use word structure to determine the meaning of words
Assessment limit: Grade-appropriate prefixes and suffixes
- Use resources to determine the meanings of words
- Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
Topic
E. General Reading Comprehension
Indicator
- 1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
Objectives
- Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
- ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
- Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
Indicator
- 2. Use strategies to prepare for reading (before reading)
Objectives
- Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
- Set a purpose for reading the text
- Make predictions and ask questions about the text
- Make connections to the text from prior knowledge and experiences
Indicator
- 3. Use strategies to make meaning from text (during reading)
Objectives
- Reread the difficult parts slowly and carefully
- Use own words to restate the difficult part
- Read on and revisit the difficult part
- Look back through the text to search for connections between and among ideas
- Make, confirm, or adjust predictions
- Periodically summarize while reading
- Periodically paraphrase important ideas or information
- Visualize what was read for deeper understanding
- Explain personal connections to the ideas or information in the text
Objectives
- Identify and explain the main idea
Assessment limit: Of the text or a portion of the text
- Identify and explain what is directly stated in the text
Assessment limit: In the text or a portion of the text
- Identify and explain what is not directly stated in the text by drawing inferences
Assessment limit: From the text or a portion of the text
- Draw conclusions based on the text and prior knowledge
Assessment limit: From the text or a portion of the text
- Confirm, refute, or make predictions and form new ideas
Assessment limit: The development, topics, or ideas that might logically be included if the text were extended
- Paraphrase the main idea
Assessment limit: Of the text or a portion of the text
- Summarize
Assessment limit: The text or a portion of the text
- Connect the text to prior knowledge or personal experience
Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
*Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).
**New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
11/15/07
