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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.
Descriptive Statement: A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.
In early reading instruction (preK-2), children need rich experiences with oral language and learning about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct systematic phonics instruction enables many students to develop their knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.
The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential, and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to comprehend and gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Concepts About Print/Text No additional indicators at this grade level
B. Phonological Awareness (includes phonemic awareness) No additional indicators at this grade level
C. Decoding and Word Recognition No additional indicators at this grade level
D. Fluency 1. Read developmentally appropriate materials at an independent level with accuracy and speed. 2. Use appropriate rhythm, flow, meter, and pronunciation when reading. 3. Read a variety of genres and types of text with fluency and comprehension.
E. Reading Strategies (before, during, and after reading) 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.
F. Vocabulary and Concept Development 2. Use knowledge of root words to understand new words. 3. Apply reading vocabulary in different content areas.
G. Comprehension Skills and Response to Text 1. Identify, describe, evaluate, and synthesize the central ideas in informational texts. 2. Understand the study of literature and theories of literary criticism. 4. Compare and evaluate the relationship between past literary traditions and contemporary writing. 5. Analyze how works of a given period reflect historical and social events and conditions. 7. Interpret how literary devices affect reading emotions and understanding. 8. Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox). 10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view. 11. Analyze how an author’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. 12. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts. 13. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).
H. Inquiry and Research 1. Select appropriate electronic media for research and evaluate the quality of the information received. 2. Develop materials for a portfolio that reflect a specific career choice. 3. Develop increased ability to critically select works to support a research topic. 4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading. 5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position. 6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.
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