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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 IndicatorsBuilding upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2. Recognize the purpose of a paragraph.
B. Phonological Awareness (includes phonemic awareness) 1. Add, delete, or change middle sounds to change words (e.g., pat to put). 2. Use knowledge of letter-sound correspondences to sound out unknown words.
C. Decoding and Word Recognition 1. Look for known chunks or small words to attempt to decode an unknown word. 2. Reread inserting the beginning sound of the unknown word. 3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo). 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
D. Fluency 1. Pause at appropriate end points (e.g., comma, period). 2. Use appropriate pace; "not choppy" or word-by-word. 3. Use appropriate inflection (e.g., dialogue, exclamations, questions). 4. Read silently without finger or lip movement. 5. Self-monitor when text does not make sense. 6. Employ learned strategies to determine if text makes sense without being prompted.
E. Reading Strategies (before, during, and after reading) 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.
F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words. 2. Know and relate meanings of simple prefixes and suffixes. 3. Demonstrate evidence of expanding language repertory. 4. Understand concept of antonyms and synonyms. 5. Begin to use a grade-appropriate dictionary with assistance from teacher.
G. Comprehension Skills and Response to Text 1. Demonstrate ability to recall facts and details of text. 2. Recognize cause and effect in texts. 3. Make inferences and support them with textual information. 4. Continue to identify story elements in texts. 5. Respond to text by using how, why, and what-if questions.
H. Inquiry and Research 1. Locate information using alphabetical order. 2. Read a variety of nonfiction and fiction books and produce evidence of reading.
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