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30 EALR COMPONENT EALR 2: The student understands the meaning of what is read. Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. EALR 2 GLE K 1 2 3 4 2.4.1 Understand how to give personal responses...
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30 EALR COMPONENT EALR 2: The student understands the meaning of what is read. Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. EALR 2 GLE K 1 2 3 4 2.4.1 Understand how to give personal responses and make connections to text. square6 Generate a personal response or make connections to text based on a teacher prompt using information from a cultur- ally relevant read aloud and/or shared reading. Understand how to
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=17
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
and type of <span class="highlight">text</span> and the purposes for reading (e.g., skimming for facts, scan- ning for key words, and close/careful reading for understanding new or complex ideas). Apply different reading rates to match <span class="highlight">text</span>. square6 Adjust reading rate by speeding up or slowing down <span class="highlight">based</span> on purpose (e.g., pleasure, informational reading, task-ori- ented reading), <span class="highlight">text</span> level of difficulty, form, and style. Apply different reading rates to match <span class="highlight">text</span>. square6 Adjust reading rate by speeding up or slowing down <span class="highlight">based</span> on
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=18
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
narrative <span class="highlight">text</span>. square6 Identify the main idea of an informa- tional/expository passage and support with <span class="highlight">text</span>-<span class="highlight">based</span> evidence with teacher guidance. square6 Identify the theme/message in culturally relevant literary/narrative <span class="highlight">text</span> and support with <span class="highlight">text</span>-<span class="highlight">based</span> evidence with teacher guidance. square6 Complete graphic organizers with teacher guidance to organize main ideas and supporting details. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=19
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
EALR 2 GRADE LEVEL EXPECTATIONS 17 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE 5 6 7 8 9/10 2.1.1 2.1.2 2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository <span class="highlight">text</span> and/or literary/narrative <span class="highlight">text</span>. W square6 State the main idea of a passage and provide several <span class="highlight">text</span>-<span class="highlight">based</span> details sup- porting it
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=21
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
EALR 2 GRADE LEVEL EXPECTATIONS 19 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE 5 6 7 8 9/10 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade- level <span class="highlight">text</span>. W square6 Make, confirm, and revise prediction <span class="highlight">based</span> on prior knowledge and evidence from the <span class="highlight">text</span>. square6 Cite passages from <span class="highlight">text</span> to confirm or defend predictions and inferences. square6 Select, from
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=23
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
square6 Use mental imagery while reading. square6 Organize images and information into a self-created graphic organizer to enhance <span class="highlight">text</span> comprehension. 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/ expository <span class="highlight">text</span> and literary/narrative <span class="highlight">text</span>. W square6 Create a summary including the main idea and the most important <span class="highlight">text</span>-<span class="highlight">based</span> facts, details, and/or ideas from informa- tional/expository <span class="highlight">text</span> (e.g., newspaper or magazine articles). square6 Summarize
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=32
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
30 EALR COMPONENT EALR 2: The student understands the meaning of what is read. Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary <span class="highlight">text</span>. EALR 2 GLE K 1 2 3 4 2.4.1 Understand how to give personal responses and make connections to <span class="highlight">text</span>. square6 Generate a personal response or make connections to <span class="highlight">text</span> <span class="highlight">based</span> on a teacher prompt using information from a cultur- ally relevant read aloud and/or shared reading. Understand how to
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