Standard 3: Language Arts Literacy

Language Arts Literacy Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

+ or -

 STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
 

E.     Reading Strategies (before, during, and after reading)
  By the end of Kindergarten, students will:
 

 1.         Begin to track or follow print when listening to a familiar text being read.
 

 2.         Think ahead and make simple predictions about text.
 

 3.         Use picture clues to aid understanding of story content.
 

 4.         Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.
 

 5.         "Read" familiar texts from memory, not necessarily verbatim from the print alone.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
 

1.         Use prior knowledge to make sense of text.
  2.         Establish a purpose for reading and adjust reading rate.
  3.         Use pictures as cues to check for meaning.
  4.         Check to see if what is being read makes sense.
 

5.         Monitor their reading by using fix-up strategies (e.g., searching for clues).
 

6.         Use graphic organizers to build on experiences and extend learning.
  7.         Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.         Skip over difficult words in an effort to read on and determine meaning.
  2.         Return to the beginning of a sentence and try again.
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
  1.      Set purpose for reading and check to verify or change predictions during/after reading.  
  2.      Monitor comprehension and accuracy while reading in context and self-correct errors.
  3.       Use pictures and context clues to assist with decoding of new words.
 

4.       Develop and use graphic organizers to build on experiences and extend learning.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
 

1.         Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.
  2.         Identify specific words or passages causing comprehension difficulties and seek clarification.
  3.         Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
 

1.         Activate prior knowledge and anticipate what will be read or heard.
 

2.          Vary reading strategies according to their purpose for reading and the nature of the text.
  3.         Reread to make sense of difficult paragraphs or sections of text.
  4.         Make revisions to text predictions during and after reading.
 

5.         Apply graphic organizers to illustrate key concepts and relationships in a text.

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
 

1.         Activate prior knowledge and anticipate what will be read or heard.
  2.         Vary reading strategies according to their purpose for reading and the nature of the text.
  3.         Reread to make sense of difficult paragraphs or sections of text.
  4.         Make revisions to text predictions during and after reading.
  5.         Use reference aids for word meanings when reading.
  6.         Apply graphic organizers to illustrate key concepts and relationships in a text.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will:
  1.         Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.
  2.         Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
  1.         Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.
  2.         Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
  1.         Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.
  2.         Practice visualizing techniques before, during, and after reading to aid in comprehension.
  3.         Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.