iSEEK - Education

Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1

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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1

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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

1 0 http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1 www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to

www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1

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Microsoft Word - 0519LAStandards.doc

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May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

13 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=13 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 2 1 GRADE 2 The grade level designations in the K-2 Minnesota Academic Standards are strongly recommended. However, school districts may place the K-2 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 2. I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will

18 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=18 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 3 1 GRADE 3 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will apply word recognition strategies to decode unfamiliar multi- syllabic words and will read grade-appropriate text with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud

23 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=23 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 4 1 GRADE 4 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis in grade-appropriate text. 2. Read aloud narrative and

28 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=28 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 5 1 GRADE 5 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis. 2. Read aloud narrative and expository text with

34 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=34 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 6 1 GRADE 6 I. READING AND LITERATURE Students will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word

40 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=40 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 7 1 GRADE 7 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency Standard: The student will read with accuracy and fluency. The student will: 1. Read unfamiliar complex and multi-syllabic words using cueing systems, advanced phonetic analysis and structural analysis. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent

46 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/000269.pdf#page=46 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

May 19, 2003 Grade 8 1 GRADE 8 I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word Recognition, Analysis and Fluency (Standards under this heading may be locally determined and based on the individual needs of the student.) B. Vocabulary Expansion Standard: The student will use a variety of strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00026...

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2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

22 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=22 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. Recognition The students who qualify for this special recognition • will be designated by the State Board of

184 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=184 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix B 161 3-5 Grade Span Continuum Written Language Oral Language Other Media/Technology Reading Writing Students can: • Apply phonics and structural analysis to develop automatically in word recognition. • Apply extended knowledge of prefixes, suffixes, and root words to identify unknown words. • Use fix-up strategies when meaning breaks down (self- question, reread, visualize, read on, retell). • Apply a variety of reading and thinking strategies according to purpose and

187 0 http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=187 www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

2004 English Language Arts Appendix C 164 Appendix C Strand Skill Continuum Written Language: Reading K-2 3-5 6-8 9-12 Students Can • Use enabling strategies and skills to read texts by using: phonics structural analysis decoding high frequency words self-monitoring all sources of information. • Use comprehension strategies to read texts designed for early independent readers: preparation strategies self-monitoring summarizing interpreting information • Connect and compare new concepts and vocabulary with

www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...

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4 STANDARD Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text. Learning Expectation: Develop independent pre-reading strategies to facilitate comprehension. a) Develop strategies to access prior knowledge and to make predictions. b) Preview text for format and key elements. c) Identify and define content specific vocabulary. Learning Expectation: The student will use interactive

7 0 http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7 www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7

4 STANDARD Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text. Learning Expectation: Develop independent pre-reading strategies to facilitate comprehension. a) Develop strategies to access prior knowledge and to make predictions. b) Preview text for format and key elements. c) Identify and define content specific vocabulary. Learning Expectation: The student will use interactive

www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=7

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accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1

accountability for grades 3 to 8 and HS standards began in 2005-06 . Grade 3 Grade 3 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural analysis to decode words. EL.03.RE.03 Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words. EL.03.RE.04 read aloud grade-level

www.ode.state.or.us/teachlearn/real/documents/el03.pdf#page=1

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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1

included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade level

www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1

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8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

12 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=12

in silent independent reading for specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic of interest. 2. Draw conclusions from information and data gathered. 3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2

14 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

8. Draw conclusions and inferences from texts. 9. Recognize first-person “I” point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and

www.nj.gov/education/cccs/2004/s3_lal.pdf#page=14

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Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

47 0 http://www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47 www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

Standard 5: Fluency Fluency is the ability to read a text accurately, quickly, and expressively with appropriate phrasing and intonation. Fluency is a critical component of reading development that can be developed through instruction. The goal of fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word recognition) is necessary, but not sufficient, for fluency. Fluency has as much to do with accessing the deeper

www.schools.utah.gov/curr/core/corepdf/LAK-6.pdf#page=47

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