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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
By the end of Kindergarten, students will:
A. Concepts About Print 1. Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment). 2. Distinguish letters from words. 3. Recognize that words are separated by spaces. 4. Follow words left to right and from top to bottom. 5. Recognize that print represents spoken language. 6. Demonstrate understanding of the function of a book and its parts, including front and back and title page.
B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate understanding that spoken words consist of sequences of phonemes. 2. Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. 3. Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle). 4. Learn many, though not all, one-to-one letter-sound correspondences. 5. Given a spoken word, produce another word that rhymes with it.
C. Decoding and Word Recognition 1. Recognize some words by sight. 2. Recognize and name most uppercase and lowercase letters of the alphabet. 3. Recognize and read one’s name.
D. Fluency 1. Practice reading behaviors such as retelling, reenacting, or dramatizing stories. 2. Recognize when a simple text fails to make sense when listening to a story read aloud. 3. Attempt to follow along in book while listening to a story read aloud. 4. Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).
E. Reading Strategies (before, during, and after reading) 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. 5. "Read" familiar texts from memory, not necessarily verbatim from the print alone.
F. Vocabulary and Concept Development 1. Continue to develop a vocabulary through meaningful, concrete experiences. 2. Identify and sort words in basic categories. 3. Explain meanings of common signs and symbols. 4. Use new vocabulary and grammatical construction in own speech.
G. Comprehension Skills and Response to Text 1. Respond to a variety of poems and stories through movement, art, music, and drama. 2. Verbally identify the main character, setting, and important events in a story read aloud. 3. Identify favorite books and stories. 4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories.
H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the classroom and the library/media center. 2. Choose books related to topics of interest.
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