READING
Kyrene Reading Curriculum
Reorganized to be used for IEP Goals and Short-Term ObjectivesDecoding Vocabulary Comprehension Study/Reference Skills Listening Skills Speaking Skills
Decoding| Grades
1,2,3,4,5,6,7,8
Apply knowledge of reading decoding skills and strategies to read fluently |
|
|
K |
Orally read at the pre-primer level at ___ words per minute with ___ % accuracy |
|
K |
Orally read at the primer level at ___ words per minute with ___ % accuracy |
|
1 |
Orally read at the first grade level at ___ words per minute with ___ % accuracy |
|
2 |
Orally read at the second grade level at ___ words per minute with ___ % accuracy |
|
3 |
Orally read at the third grade level at ___ words per minute with ___ % accuracy |
|
4 |
Orally read at the fourth grade level at ___ words per minute with ___ % accuracy |
|
5 |
Orally read at the fifth grade level at ___ words per minute with ___ % accuracy |
|
6 |
Orally read at the sixth grade level at ___ words per minute with ___ % accuracy |
|
7 |
Orally read at the seventh grade level at ___ words per minute with ___ % accuracy |
|
8 |
Orally read at the eighth grade level at ___ words per minute with ___ % accuracy |
| Grades
K,1,2,3
Use phonetic skills to recognize, identify, and produce simple words |
|
|
K, 1 |
Recognize and produce rhyming words |
|
K |
Identify consonant-sound relationships in the contexts of words |
|
K |
Recognize and identify the first sound of a spoken or written word |
|
K |
Recognize and identify the last sound of a spoken or written word |
|
K |
Blend the first and last sounds of words |
|
K |
Identify word family patterns |
|
K |
Apply word family patterns; generate new words |
|
K |
Use initial consonants with short-vowel phonograms (word families) to form words: -at, -ug, -ig, -and, -ot, -et, -ut |
|
1,2,3 |
Decode words in context using beginning, middle and final letter/sound relationships |
|
1 |
Recognize and produce the first, last, and medial sounds in a spoken or written word |
|
1 |
Recognize and produce phonograms with short and long vowels |
|
1 |
Read and produce phonograms with short and long vowels |
|
1 |
Recognize, identify, and produce digraphs: wh, ch, sh, th-, initial, medial and final |
|
1 |
Identify, read, and use initial consonants, final consonants |
|
1 |
Identify, read, and use phonograms (initial consonant substitution with word families |
|
1 |
Identify, read, and use clusters with r, l, s (connect to word families) |
|
1 |
Identify, read, and use digraphs wh, ch, sh, th- initial, medial, final |
|
1 |
Identify, read, and use short a, e, i, o, u (connect to word families) |
|
1 |
Identify, read, and use consonant blends |
|
1 |
Identify, read, and use medial consonants |
|
1 |
Identify, read, and use contractions |
|
1 |
Identify, read, and use double final consonants |
|
1 |
Identify, read, and use two sounds of ‘c’ and ‘g’ |
|
1 |
Identify, read, and use silent consonants (kn, wr, mb) |
|
1 |
Identify, read, and use long a, e, I, o, u (CVCe) |
|
1 |
Identify, read, and use long e: e, ee |
|
1,2 |
Identify, read, and use vowel pairs: ee, ea, oa, oe, ow, ou, oo, ew, ue |
|
1 |
Identify, read, and use sounds for y |
|
1 |
Identify, read, and use basewords and endings: s, ing, ed, est, ly, ful, y, -es, ies (changing y to I), ed, ing, er, est (doubling final consonant; dropping final e) |
|
1,2 |
Identify, read, and use r- controlled vowels: ar, or, er, ir, ur, wor, ear |
|
1 |
Identify, read, and use sounds for s |
|
1 |
Recite the alphabet |
|
1 |
Alphabetize to the first letter of a word |
| Grades 2,3
Use phonetic skills to decode words |
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|
2 |
Decode words in context using beginning, middle, and final letter/sound relationships |
|
2 |
Identify, read, and use vowel pairs: ai, ay, ea, ee, oa, ow, ou, oo, ew/ue, aw/au, oi, oy |
|
2,3 |
Identify, read, and use short vowels |
|
2,3 |
Identify, read, and use long vowels (CVCe) |
|
2 |
Identify, read, and use contractions |
|
2 |
Identify, read, and use compound words |
|
2 |
Identify, read, and use basewords and endings |
|
2 |
Identify, read, and use words with -er |
|
2 |
Identify, read, and use plurals: s, es |
|
2 |
Identify, read, and use doubling final consonants with ed, ing |
|
2 |
Identify, read, and use dropping final ‘e’ with ed, ing |
|
3 |
Recognize the correct sound of digraphs and diphthongs given in context |
| Grades
4,5,6,7,8
Use structural analysis skills such as identifying root words, prefixes, suffixes, and word origins to decode unfamiliar words in print |
|
|
4,5 |
Identify root words |
|
4,5 |
Use structural clues (affixes, base words, comparatives, superlatives, irregular verbs, synonyms, antonyms, pronouns) to define unknown words |
|
4,5 |
Infer meaning of words in a selection through knowledge of prefixes and suffixes |
|
4,5 |
Identify and correctly use homonyms in context |
|
4,5 |
Confirm meaning of words using context clues |
|
4,5,6,7,8 |
Identify the word that best completes a sentence by using contextual clues |
|
4,5,6 |
Determine the synonym or antonym of a vocabulary word used in context |
|
6,7,8 |
Identify the effect of prefixes and suffixes on root words |
|
6,7,8 |
Confirm meaning of figurative, idiomatic, and technical language using context clues |
|
6,7 |
Determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words were used |
|
6,7,8 |
Create and interpret analogies |
|
6 |
Utilize resources such as dictionaries, thesaurus and encyclopedias |
|
6 |
Determine the meaning of unfamiliar words by analyzing language expressions and conventions (include antonyms, synonyms, definitions, explanations, descriptions, examples, etc.) |
|
7 |
Develop an understanding of the English language through studying words, synonyms, antonyms, homonyms, and homophones |
|
7 |
Demonstrate an understanding of the connotation of words by paraphrasing a passage (which includes unfamiliar words) and by rewriting a selection of prose or poetry (without altering themes) by substituting key words |
|
7,8 |
Determine the synonym of a vocabulary word used in context |
|
7,8 |
Determine the antonym of a vocabulary word used in context |
|
8 |
Read a sentence, discussing the origin of the definition of a word and determine which modern day word it replaces |
|
8 |
Determine the meaning of unfamiliar words by analyzing word structure (bases, affixes) |
|
8 |
Identify the vocabulary word that best completes a given sentence as read aloud by the teacher |
|
8 |
Select the word that best satisfies the context of a given sentence when given the definition |
| Grades
K,1,2,3
Use word recognition and decoding strategies such as phonetic skills, context clues, picture clues, word order, prefixes, and suffixes to comprehend written selections |
|
|
K |
Recognize and understand simple sight words |
|
K |
Recognize and understand environmental print (exit sign, stop sign, etc.) |
|
K |
Understand that letters and symbols convey meaning |
|
1,2,3 |
Derive meaning from a written selection using reading/decoding strategies such as phonetic clues, picture clues, context clues, word order, prefixes, suffixes, structural analysis and word recognition |
|
2 |
Define a word containing a prefix or suffix as it is used in a sentence |
|
2 |
Identify the base or root of a given vocabulary word |
|
3 |
Utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read; recognizing familiar words; interpreting punctuation and sentence structure as clues to how sentences should be read; and sounding out sentences |
|
3 |
Recognize and correct own reading mistakes |
| Grades
1,2,3,4
Recognize and understand basic sight words |
|
|
1 |
Recognize and understand sight words - the first 75 "instant words" from the high frequency word list (see curriculum appendix) |
|
2 |
Recognize and understand sight words the first 200 "instant words" from the high frequency word list (see curriculum appendix) |
|
3 |
Recognize and understand sight words the first 350 "instant words" from the high frequency word list (see curriculum appendix) |
|
4 |
Recognize and understand sight words the first 500 "instant words" from the high frequency word list (see curriculum appendix) |
| Grades 3
Use vocabulary strategies |
|
|
3 |
Identify the prefix and/or suffix in a given word |
|
3 |
Identify the meaning of a given prefix and/or suffix in a given word |
|
3 |
Determine the synonym and/or antonym of a vocabulary word used in context |
|
3 |
Identify the homonym that best satisfies the context of two given sentences |
|
3 |
Identify the base or root of a given vocabulary word |
| Grades
1,2,3,4,5,6,7,8
Demonstrate knowledge of basic vocabulary |
|
|
1,2,3,4,5,6,7,8 |
Demonstrate knowledge of basic vocabulary by identifying and labeling words from _____________________ (state sources) |
|
1,2,3,4,5,6,7,8 |
Demonstrate knowledge of vocabulary words used in directions at the ___ grade level |
|
1,2,3,4,5,6,7,8 |
Demonstrate knowledge of content area vocabulary words at the ____ grade level |
Comprehension
| Grades
K,1,2,3,4,5,6,7,8
Improve reading comprehension of text |
|
|
K |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the preprimer level with ___ % accuracy |
|
1 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the first grade level with ___ % accuracy |
|
2 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the second grade level with ___ % accuracy |
|
3 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the third grade level with ___ % accuracy |
|
4 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the fourth grade level with ___ % accuracy |
|
5 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the fifth grade level with ___ % accuracy |
|
6 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the sixth grade level with ___ % accuracy |
|
7 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the seventh grade level with ___ % accuracy |
|
8 |
Demonstrate knowledge and application of reading comprehension strategies by answering comprehension questions at the eighth grade level with ___ % accuracy |
| Grade K
Comprehend the meaning of simple written selections, using prior knowledge, letter-sound relationships and picture clues |
|
|
K |
Demonstrate an understanding of print concepts (e.g., directionality, pictures, letters, words, return sweep, book handling skills) |
|
K |
Rely on a speakerís syntax, semantics, word sounds, and intonations to discern meaning |
|
K |
Derive meaning from picture clues |
|
K |
Derive meaning from illustrations/print using prior knowledge and/or experience |
|
K |
Derive meaning from print using sound-symbol relationships |
| Grades
1,2,3
Use reading comprehension strategies such as drawing conclusions, summarizing, making predictions, identifying cause and effect, and differentiating fiction from nonfiction |
|
|
1,2,3 |
Draw conclusions based on text |
|
1,2 |
Explore reading within small peer groups |
|
1 |
Relate personal experiences to reading materials |
|
1 |
In a group, utilize the following reading strategies: Directed Listening-Thinking Activities (DLTA) and Know-Want to Know-Learn (KWL) |
|
2 |
Contribute to group comprehension strategies: Know-Want to Know-Learn (KWL), Directed Reading-Thinking Activity (DRTA), Directed Listening-Thinking Activity (DLTA), reciprocal teaching, shared inquiry, and semantic mapping |
|
2,3 |
Utilize the following reading strategies: Know-Want to Know-Learn (KWL), Directed Reading-Thinking Activity (DRTA), Directed Listening-Thinking Activity (DLTA), reciprocal teaching, shared inquiry, Question-Answer Relationships (QAR), and semantic mapping |
|
1,2,3 |
Restate information from a reading selection |
|
2 |
Retell a story in own words |
|
1,2,3 |
Draw a conclusion from implicit information found in a reading passage |
|
2 |
Draw conclusions based on the text |
|
1,2,3 |
Predict events, actions, and behaviors using prior knowledge and/or details to comprehend a reading selection |
|
1,2,3 |
Identify cause-and-effect relationships |
|
1,2,3 |
Differentiate fiction from nonfiction texts |
|
2 |
Recognize and correct own reading mistakes |
|
2 |
Restate information from a reading selection |
|
3 |
Predict the outcome based on relating new information to prior knowledge |
|
3 |
Summarize a reading passage in own words |
|
3 |
Make inferences from a short passage |
|
3 |
Compare and contrast characters and events in a story |
| Grades
4,5,6,7,8
Use reading comprehension strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the authorís purpose and perspective to comprehend written selections |
|
|
4,5,6,7,8 |
Identify the main ideas; critical and supporting details; and the authorís purpose, feelings, and point of view from the text |
|
4,5 |
Independently use the following reading strategies: Know-Want to Know-Learn (KWL). Directed Reading-Thinking Activity (DRTA), reciprocal teaching, shared inquiry, Question-Answer Relationships (QAR), and semantic mapping |
|
4 |
Draw a conclusion from implicit information found in a reading passage |
|
4 |
Distinguish fact from opinion |
|
4 |
Define and interpret similes, metaphors and idioms, and show an understanding of how they are used in comparisons |
|
4,5,6,7 |
Summarize the text in own words |
|
4 |
Set a purpose for reading |
|
4,5,6,7 |
Determine cause-and-effect relationships |
|
4 |
Identify the text in chronological, sequential, or logical order |
|
4 |
Make an inference using contextual clues |
|
4 |
Engage in self-initiated reading response activities such as pre-writing on topics, maintaining reading response logs, discussing reading materials with peers, and forming questions about reading materials |
|
5 |
Develop methods for self-checking comprehension (re-reading, self-questioning, skimming, responding in writing, summarizing, etc.) |
|
5 |
Identify the main idea or implied main idea from a story or short passage |
|
5,6,7,8 |
Distinguish fact from opinion |
|
5 |
Draw a conclusion from implicit information found in a reading passage |
|
4,5,6 |
Predict possible outcomes from a story or short passage |
|
5 |
Summarize the main ideas, facts, and details of the passage |
|
4,5,6,7 |
Compare and contrast texts (e.g., characters, genre, cultural differences, fact, fiction) |
|
5 |
Identify foreshadowing |
|
6 |
Apply a variety of reading strategies to interpret literature (monitoring own reading, pre-reading, re-reading, self-questioning, skimming and scanning, responding in writing, and listing events in sequential order) |
|
6,7,8 |
Independently use the following reading strategies: Know-Want to Know-Learn (KWL), Directed Reading-Thinking Activity (DRTA), reciprocal teaching, shared inquiry, Question-Answer Relationships (QAR), Survey-Question-Read-Recite-Review (SQ3R), reciprocal teaching and semantic mapping |
|
6 |
Make graphic organizers: Venn diagrams, graphs, tables, flow charts, timelines, web diagrams, outlines, and other visual aids which organize information presented in a fiction/nonfiction piece |
|
6 |
Explain how book titles, chapter titles, illustrations, captions, and prior exposure (to topics, authors, genres, time periods) can be used as clues to construct meaning |
|
6 |
Identify the stated or inferred main idea in a selection |
|
6 |
Identify questions that test for comprehension of a selection |
|
6 |
Independently apply reading strategies to find specific information in a lengthy passage |
|
6 |
Draw logical and supported conclusions from passages |
|
6 |
Listen critically to selections that are read aloud |
|
6 |
Read for a period of time for SSR |
|
6 |
Summarize the text in chronological, sequential, or logical order |
|
6 |
Participate in rehearsed oral reading with fluent and accurate pronunciation of words |
|
6 |
Predict events that might occur before or after a given excerpt from a story |
|
6 |
Understand and follow written directions/instructions |
|
6 |
Analyze and discuss cause/effect, facts/opinions, and assumptions in literature |
|
7 |
Summarize the main idea of the passage and give evidence to support the passage |
|
7 |
Distinguish fact from opinion in the context of a passage |
|
7 |
Infer character feelings from a reading passage |
|
7 |
Make inferences from a passage |
|
7 |
Make a Venn diagram, graph, flowchart, timeline and other visual aids which organize information presented in a nonfiction piece. Such visual aids should reflect the main ideas, relevant supporting details, and the manner in which such main ideas and supporting details are connected in the overall message |
|
7 |
Recall details from a passage (including events, characters, plot, climax, and resolution) and arrange them in sequential order |
|
7 |
Summarize the text in chronological, sequential, or logical order |
|
7 |
Make connections between daily life and literature by relating to characters and their circumstances |
|
7 |
Maintain a reading response log which includes details from literature selections and emotional/intellectual |
|
7 |
Predict the outcome of the text |
|
7 |
Analyze a dialogue and make logical predictions based on information contained in the passage |
|
8 |
Identify the main idea of a paragraph within a reading passage |
|
8 |
Identify the paraphrased and implied main idea of a passage |
|
8 |
Utilize a variety of clues to construct meaning from a reading section (illustrations, titles, context) |
|
8 |
Summarize a passage. Include main ideas and supporting details |
|
8 |
Summarize a text in own words |
|
8 |
Determine the authorís purpose in writing a specific selection |
|
8 |
Extend inferences beyond a reading selection |
|
8 |
Compare and contrast the text (e.g., characters, genre, cultural differences, fact, fiction) |
|
8 |
Infer character motives and feelings |
|
8 |
Determine cause-and-effect relationships |
|
8 |
Make connections between daily life and literature by relating to characters and their circumstances |
|
8 |
Summarize the text in chronological, sequential, or logical order |
|
8 |
Independently apply reading strategies (such as skim and scan) to find specific information in a non-fiction piece |
|
8 |
Predict character responses |
|
8 |
Predict the outcome of the text |
|
8 |
Draw conclusions from a short reading passage |
|
8 |
Predict events that might occur before or after a given excerpt from a story |
| Grades
1,2,3
Identify facts and the main idea, sequence events, define and differentiate characters, and determine an author’s purpose in a range of traditional and contemporary literature |
|
|
1,2,3 |
Identify the main idea and relevant facts in a reading selection |
|
1 |
Identify detail from a story |
|
1,2 |
Sequence a series of events from a reading selection |
|
1,2,3 |
Compare characters in a reading selection (e.g., traits, roles, similarities, differences) |
|
1 |
Explore books of a favorite author |
|
1,2 |
Identify the author’s main purpose (e.g., to inform, to entertain, to persuade, to describe) in a reading selection |
|
1 |
Read or explore books for extended periods of time |
|
3 |
Independently select a variety of literature to read for pleasure and to obtain information |
|
3 |
Paraphrase the main idea of a passage |
|
3 |
Sequence a series of events from a reading selection |
|
3 |
Identify a statement as a fact |
|
3 |
Identify a statement as an opinion |
|
3 |
Recall details and facts from a literary selection |
|
3 |
Select appropriate title for a given passage |
|
3 |
Identify the authorís main purpose (e.g., to inform, to entertain, to persuade, to describe) in a reading selection |
| Grades
1,2,3
Analyze selections of fiction, nonfiction, and poetry for their literary elements such as character, setting, plot, sequence of events, and organization of text |
|
|
1,2,3 |
Compare characters, plot (including sequence of events), and settings across reading selections |
|
1 |
Explain whether the events in the reading selection are real or fantasy |
|
1,2,3 |
Describe structural elements of poetry (e.g., rhyme, rhythm, repetition) |
|
1,2,3 |
Describe the literary elements of fiction and nonfiction |
|
2 |
Read books for extended periods of time |
|
2 |
Identify favorite authors and illustrators |
|
2 |
Read the works of a favorite author |
|
2 |
Explain whether the events in a reading selection are real or fantasy |
|
2 |
Describe structural elements of poetry (e.g., rhyme, rhythm, repetition) |
|
2 |
Identify the organization of various texts |
|
3 |
Construct meaning from a narrative text by interpreting details, the title, character motives and feelings, and by predicting outcomes |
|
3 |
Read and understand a short dialogue between two characters |
|
3 |
Identify story elements, such as setting, plot, and characters |
|
3 |
Read and understand similes |
|
3 |
Explain whether the events in a reading selection are real or fantasy |
|
3 |
Sequence details and events from a literary selection |
|
3 |
Map out a story. Map should incorporate characters, plot, climax, resolution, and setting |
| Grades
4,5,6
Identify different types of literature |
|
|
4,5,6 |
Identify characteristics of literature types: myths, fables, legends |
|
4,5,6 |
Identify types of literature from an example |
| Grades
4,5,6,7,8
Analyze selections of fiction, nonfiction, and poetry by identifying the plot line (i.e. beginning, exposition, conflict, rising action, climax, falling action, and resolution); distinguishing the main character from minor ones; describing the relationships between and motivations of characters; and making inferences about the events, setting, style, tone, mood, and meaning of the selection |
|
|
4,5 |
Distinguish the main characters from the minor ones. Identify character traits from a short passage |
|
4,5 |
Analyze story elements such as characters, point of view, setting, and story line, and discuss how these elements are connected |
|
4,5 |
Summarize the plot line to include cause and effect |
|
4 |
Identify the main idea or implied main idea from a short passage |
|
4 |
Identify the paraphrased main idea of a passage |
|
4,5 |
Explain the interaction of major and minor characters in the selection |
|
4 |
Analyze main characters |
|
4 |
Infer a characterís feelings, point of view, and motive from a reading passage |
|
4,5 |
Draw defensible conclusions based on events and settings |
|
4,5 |
Differentiate fiction, nonfiction, and poetry based on their attributes |
|
4,5,6 |
Read and understand a short dialogue between two characters |
|
4,5 |
Explain cause and effect within the plot |
|
4 |
Identify the mood of a poem |
|
4 |
Select appropriate title for a passage |
|
4 |
Identify the meaning of figurative language in a reading selection |
|
4,5 |
Read and understand similes |
|
4,5 |
Read and understand metaphors |
|
5 |
Identify the use of personification in the context of a reading selection |
|
6,7 |
Describe the setting and its relationship to the selection |
|
6 |
Identify the climax and how decisions made at this point in the story impact the rest of the story |
|
6 |
Explain how the conflict is resolved in a given selection |
|
6 |
Identify the main ideas, events, and supporting details of a passage |
|
6 |
Independently use character analysis strategies (determine character descriptions, identify character traits, infer character motives and feelings) |
|
6,7 |
Describe the motivations of major and minor characters in a selection |
|
6 |
Identify the protagonist and the antagonist in a selection |
|
6 |
Analyze the function of dialogue and how it reveals characters and their personality traits and motives within the context of a reading selection |
|
6 |
Draw defensible conclusions based on stated and implied information according to style, meaning, and mood |
|
6 |
Infer meaning from fiction and non-fiction selections |
|
6 |
Read and understand a selection using imagery and figurative language (simile, metaphor, personification) |
|
6 |
Differentiate fiction, nonfiction, and poetry based on their attributes |
|
6 |
Compare and contrast information from a given selection |
|
6 |
Identify the point of view from which a passage was written |
|
6 |
Summarize a given passage or story |
|
6 |
Identify the theme of a selection |
|
6 |
Determine the moral of a story |
|
6 |
Identify the role of the narrator (1st or 3rd person) |
|
6 |
Identify the parts of a plot line (exposition, conflict, rising action, climax, falling action, and resolution) |
|
6 |
Create written responses and graphics which convey an understanding of the various techniques authors use to catalyze action and move a story forward, such as themes, plots, foreshadowing, flashbacks, irony, metaphors, similes, and personifications |
|
7 |
Identify and paraphrase the main idea of a passage |
|
7 |
Analyze the structure of stories |
|
7 |
Identify story elements such as setting, plot, and characters |
|
7 |
Classify various reading selections |
|
7 |
Identify the tone of a given passage |
|
7 |
Analyze characters and attribute specific points of view to characters in a literary selection |
|
7 |
Construct meaning by using story details to predict probable outcomes and by explaining why such outcomes were predicted based on story details |
|
7 |
Analyze plot development in a reading selection |
|
7 |
Draw defensible conclusions based on stated and implied information according to style, meaning, and mood |
|
7 |
Predict possible outcomes from a passage |
|
7 |
Predict events that might occur before or after a given excerpt from a story |
|
7 |
Identify the best summary of a given passage |
|
7 |
Read and understand a story dealing with character development |
|
7 |
Differentiate fiction, nonfiction, and poetry based on their attributes |
|
7 |
Identify key events from a story |
|
7 |
Make inferences from a long passage |
|
7 |
Infer meaning from figurative language (metaphor, simile, personification) |
|
7 |
Identify the theme |
|
7 |
Identify recurring themes in reading passages |
|
7 |
Compare the way themes are presented in two versions of the same story |
|
7 |
Determine the moral of a story |
|
7 |
Sequence details and events from a literary selection |
|
8 |
Describe the setting and its relationship to the selection |
|
8 |
Identify conflict in a reading passage |
|
8 |
Use the context of a reading selection as a whole to determine the reason for and the meaning of figurative language |
|
8 |
Extend inferences beyond passage information |
|
8 |
Classify given texts |
|
8 |
Demonstrate an awareness of the multiple ways to interpret any text |
|
8 |
Identify the parts of the plot line (exposition, conflict, rising action, climax, falling action, resolution) |
|
8 |
Describe the motivations of major and minor characters in a selection |
|
8 |
Analyze a character depicted in a passage |
|
8 |
Evaluate the intent of character response |
|
8 |
Draw defensible conclusions based on stated and implied information according to style, meaning, and mood |
|
8 |
Identify the problem and the solution within a reading selection |
|
8 |
Identify the presence of irony in a literary selection |
|
8 |
Identify the use of personification in the context of a reading selection |
|
8 |
Differentiate fiction, nonfiction, and poetry based on their attributes |
|
8 |
Sequence details and events from a literary selection |
|
8 |
Identify the best summary of a given passage |
|
8 |
Analyze points of view in a reading selection to discern if views are supported |
|
8 |
Understand the nuances of a humorous story |
|
8 |
Identify the theme |
|
8 |
Apply theme to another context |
|
8 |
Identify recurring themes in reading passages |
| Grades
4,5,6,7,8
Identify the authorís purpose, position, bias, and strategies in a persuasive selection |
|
|
4,5,6,7,8 |
Identify the authorís purpose and use of details to support the purpose |
|
4,5,6,7,8 |
Describe the authorís use of strategies to convince or persuade (i.e. bandwagon, peer pressure, ëloaded wordsí) |
|
4,5,6,7,8 |
Identify the authorís bias |
|
5 |
Identify the tone of a given passage |
|
5,6,8 |
Identify persuasive techniques and language |
|
5 |
Read and understand a persuasive piece using figurative language |
|
6 |
Identify credible sources |
|
7 |
Identify persuasive techniques |
|
8 |
Determine and analyze an authorís viewpoint by focusing and restating it |
|
8 |
Compare and contrast different points of view on same issue |
| Grades 1,2
,3
Recognize the historical and cultural perspectives of literary selections |
|
|
1,2,3 |
Identify similarities and differences relating to theme, plot, setting, character, and point of view in literature from different cultures |
|
1,2,3 |
Compare real-life experiences to events, characters, and conflicts in literary selections from different cultures |
|
1,2,3 |
Recognize that some words in literary selections come from a variety of cultures |
|
3 |
Explore books of a favorite author |
| Grades
4,5,6,7,8
Compare and contrast the historical and cultural perspectives of literary selections |
|
|
4,5,6,7,8 |
Compare one authorís perspective of a historical character, setting, or event with another historical or literary selection (e.g., essays, autobiographies, fiction, nonfiction) |
|
4,5,6,7,8 |
Compare the lives and experiences of characters in history to present day individuals who have similar goals or who face similar challenges |
|
4,5,6,7,8 |
Compare versions of traditional or contemporary literature from different cultures for similarities and differences related to theme, plot, character, setting, and point of view |
|
4 |
Complete a genre study |
|
5 |
Complete an author study |
|
6,7,8 |
Read and understand historical fiction/documents |
|
6,7,8 |
Read classic and contemporary texts |
| Grades
1,2,3
Read and comprehend consumer information such as forms, newspaper ads, warning labels, and safety pamphlets |
|
|
1,2,3 |
Explain the meaning of specific signs (e.g., traffic, safety, warning) |
|
1,2,3 |
Restate information found in consumer literature |
|
1,2,3 |
Compare information in written advertisements |
|
1,2,3 |
Fill out a variety of forms |
| Grades
4,5,6,7,8
Evaluate an instructional manual such as assembly directions or userís guide for clarity and completeness |
|
|
4,5,6,7,8 |
Identify the components of an instructional manual (e.g., directions, tools required, parts needed, illustrations, diagram sequence, bold face for relevant steps) |
|
4,5,6,7,8 |
Incorporate information from illustrations |
|
4,5,6,7,8 |
Locate support help in manual or from manufacturer |
|
4,5,6,7,8 |
Identify the sequence of activities needed to carry out a procedure |
|
4,5,6,7,8 |
Identify information that is either extraneous or missing (e.g., directions, tools required, parts needed, illustrations, diagram sequence, bold face for relevant steps) |
|
6,7,8 |
Follow written or oral instructions/ directions |
|
8 |
Read and comprehend technical writing |
Study/Reference Skills
| Grades
1,2,3
Follow a list of directions and evaluate those directions for clarity |
|
|
1,2,3 |
Follow a set of written directions |
|
1,2,3 |
Evaluate written directions for sequence and completeness |
|
3 |
Listen to and follow directions |
| Grades
1,2,3
Alphabetize words |
|
| Alphabetize words to the first letter | |
| Alphabetize words to the second letter | |
| Alphabetize words to the third letter | |
| Alphabetize words to the fourth letter | |
| Grades
4,5,6
Demonstrate study/reference skills to locate information |
|
|
4 |
Use an index to locate information |
|
4 |
Use a dictionary or glossary to locate information |
|
4 |
Identify components of a dictionary entry |
|
5 |
Identify definition, part of speech and guide words for dictionary entries |
|
4 |
Use an encyclopedia to locate information |
|
5,6 |
Locate information and make inferences with maps (street, weather, physical, geographical, product) |
|
6 |
Select or compare information or make conclusions from a table |
|
6 |
Locate and interpret information in a diagram |
| Grades
3,4,5,6,7,8
Will take notes |
|
|
3,4,5,6,7,8 |
Listen and take notes from lecture |
|
3,4,5,6,7,8 |
Take notes from a written source to respond to a question or topic |
| Grade K
Identify characters in a story and retell stories in sequence |
|
|
K |
After listening to a selection, identify main characters |
|
K |
Identify the main idea and setting in an orally read passage |
|
K |
After listening to a selection, retell storyline in sequence |
|
K |
Create own story based on illustrations from an unfamiliar book |
| Grade K
Predict elements and events in a story |
|
|
K |
Before listening to a selection, make predictions based on title, cover, illustrations, and text |
|
K |
While listening and after listening to a selection, make predictions based on illustrations and text |
|
K |
Demonstrate an understanding of print concepts (e.g., directionality, pictures, letters, words, return sweep, book handling skills) |
|
K |
Rely on a speaker’s syntax, semantics, word sounds, and intonations to discern meaning |
|
K |
Derive meaning from illustrations/print using prior knowledge and/or experience |
|
K |
Derive meaning from print using sound-symbol relationships |
| Grade K
Identify facts in nonfiction material |
|
|
K |
After listening to a selection, identify facts from nonfiction material |
|
K |
Develop an understanding that reading materials are a source of new information |
| Grades
1,2,3
Follow a list of directions and evaluate those directions for clarity |
|
|
1,2,3 |
Follow a set of written directions |
|
1,2,3 |
Evaluate written directions for sequence and completeness |
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