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feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts...
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feelings. scan: To examine or read something quickly, but selectively, for a purpose. scanning: Examining or read something quickly, but selectively, for a purpose. schema: The accumulated knowl- edge drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources of information that are derived from primary or original sources. segment: The act of separating the sounds in a word in order to assist decoding or spelling. semantic mapping
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=11
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 9 GLE 5 6 7 8 9/10 1.1.1 1.1.2 1.1.3 1.1.4 EALR 1: The student understands and uses different skills and strategies to read. <span class="highlight">Component</span> 1.1: Use word <span class="highlight">recognition</span> skills and strategies to read and comprehend text. EALR 1 “Phonemic Awareness and knowledge <span class="highlight">of</span> letters are the two best predictors <span class="highlight">of</span> how well children will learn to read.” n Linnea Ehri, Ph.D. National Reading Panel, City University <span class="highlight">of</span> New York
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=16
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
pleasure reading vs. reading <span class="highlight">for</span> <span class="highlight">information</span>). Apply different reading rates to match text. square6 Adjust reading rate to match difficulty and type <span class="highlight">of</span> text and the purposes <span class="highlight">for</span> reading (e.g., skimming <span class="highlight">for</span> facts, scan- ning <span class="highlight">for</span> key words, and close/careful reading <span class="highlight">for</span> understanding new or complex ideas). Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the words
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=20
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
18 EALR <span class="highlight">COMPONENT</span> EALR 2 EALR 2: The student understands the meaning <span class="highlight">of</span> what is read. <span class="highlight">Component</span> 2.1: Demonstrate evidence <span class="highlight">of</span> reading comprehension. K 1 2 3 4 2.1.5 Understand how to infer/predict meaning. square6 Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using <span class="highlight">information</span> from the text. square6 Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=29
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
GRADE LEVEL EXPECTATIONS 27 EALR 2: The student understands the meaning <span class="highlight">of</span> what is read. <span class="highlight">Component</span> 2.3: Expand comprehension by analyzing, interpreting, and synthesizing <span class="highlight">information</span> and ideas in literary and informational text. EALR 2 GLE 5 6 7 8 9/10 2.3.1 Analyze informational/expository text and literary/narrative text <span class="highlight">for</span> similari- ties and differences and cause and effect relationships. W square6 Find similarities and differences within and between texts using text-based evi- dence (e.g., facts and
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=48
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
46 EALR <span class="highlight">COMPONENT</span> EALR 4: The student sets goals and evaluates progress to improve reading. <span class="highlight">Component</span> 4.2: Develop interests and share reading experiences. EALR 4 GLE K 1 2 3 4 4.2.1 Understand how readers choose books. square6 Choose books and share with others with teacher guidance. Understand how readers choose books. square6 Identify favorite books and share reasons <span class="highlight">for</span> the choice with others. square6 Self-select books at an <span class="highlight">independent</span> level and an instructional level. Understand that readers have
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=53
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
feelings. scan: To examine or read something quickly, but selectively, <span class="highlight">for</span> a purpose. scanning: Examining or read something quickly, but selectively, <span class="highlight">for</span> a purpose. schema: The accumulated knowl- <span class="highlight">edge</span> drawn from life experiences that a person has to help under- stand concepts, roles, emotions, and events. secondary sources: Sources <span class="highlight">of</span> <span class="highlight">information</span> that are derived from primary or original sources. segment: The act <span class="highlight">of</span> separating the sounds in a word in order to assist decoding or spelling. semantic mapping
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