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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 6, students will:
A. Concepts About Print/Text 1. Use a text index and glossary independently and appropriately. 3. Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).
B. Phonological Awareness (includes phonemic awareness) No additional indicators at this grade level.
C. Decoding and Word Recognition 1. Use a dictionary to decode new words independently. 3. Apply knowledge of new words correctly (refer to word parts and word origin). 4. Apply spelling and syllabication rules that aid in decoding and word recognition.
D. Fluency 1. Adjust reading speed appropriately for different purposes and audiences. 2. Read aloud in ways that reflect understanding of proper phrasing and intonation. 3. Read silently for the purpose of increasing speed, accuracy, and reading fluency. 4. Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.
E. Reading Strategies (before, during, and after reading) 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.
F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 3. Identify and correctly use antonyms, synonyms, homophones, and homographs. 4. Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech). 5. Use a thesaurus to identify alternative word choices and meanings.
G. Comprehension Skills and Response to Text 1. Respond critically to an author’s purpose, ideas, views, and beliefs. 2. Identify genre by their distinctive elements (e.g. tall tale-exaggeration). 3. Use cause and effect and sequence of events to gain meaning. 4. Construct meaning from text by making conscious connections to self, an author, and others. 5. Recognize persuasive and propaganda techniques used to influence readers. 6. Recognize and understand historical and cultural biases and different points of view. 7. Identify and analyze features of themes conveyed through characters, actions, and images. 8. Distinguish between major and minor details. 9. Make inferences using textual information and provide supporting evidence. 11. Identify and analyze text types, formats, and elements in nonfiction. 12. Recognize characterization, setting, plot, theme, and point of view in fiction. 13. Recognize sensory details, figurative language, and other literary devices in text. 14. Identify and respond to the elements of sound and structure in poetry. 15. Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture. 16. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed. 17. Explain ways that the setting contributes to the mood of a novel, play, or poem. 18. Interpret idiomatic expressions.
H. Inquiry and Research 1. Develop and revise questions for investigations prior to, during, and after reading. 2. Select and use multiple sources to locate information relevant to research questions. 3. Draw conclusions from information gathered from multiple sources. 4. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. 5. Summarize and organize information by taking notes, outlining ideas, and/or making charts. 6. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience. 7. Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.
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