iSEEK - Education

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

18 0 http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18 www.nj.gov/education/cccs/2004/s3_lal.pdf#page=18

features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). 3.1.7 B. Phonological Awareness No additional indicators at this grade level. 3.1.7 C. Decoding and Word Recognition 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). 2. Apply spelling rules 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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opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

19 0 http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19 www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19

opinion surveys formal debates interviews Focus on the point of view and recognition of the values that underlie the point of view. CONTEXTUALIZED - An opinion or argument must be grounded in a particular set of values or criteria. Support for an argument depends on recognition of the soundness of the criteria. FLEXIBLE - A thorough analysis requires being able to view the same event or text from more than one point of view and recognizing the relative validity of divergent points of view. CULTURAL - The criteria

www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=19

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news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product) . increase word knowl- edge through systematic vocabulary development

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1

news stories, and almanacs . EL.05.RE.18 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding. EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper). EL.05.RE.20 Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product) . increase word knowl- edge through systematic vocabulary development

www.ode.state.or.us/teachlearn/real/documents/el05.pdf#page=1

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January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 14B Grade 4 Grade 4 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1

January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 14B Grade 4 Grade 4 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with

www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=1

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Proposed New 19 TAC

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regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

22 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22

§110.B. Middle School (E) use effective rate, volume, pitch, and tone for the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as

29 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29

Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

36 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences

42 0 http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42 ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42

middle school students continue to read on their own or listen to texts read aloud for the purpose of enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks of time are provided for reading both independent and instructional-level material for varied purposes such as collecting information, learning about and appreciating the writer's craft, and discovering models for their own writing

ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36

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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 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el07.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 23B Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.07.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level appropriate to

www.ode.state.or.us/teachlearn/real/documents/el07.pdf#page=1

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standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

1 0 http://www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1 www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

standards EngliSH languagE artS Grades 4 to 8 and HS Adopted January 2003 Student accountability for grades 3 to 8 and HS standards began in 2005-06 . Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 26B Grade 8 Grade 8 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.08.RE.01 read or demonstrate progress toward reading at an independent and instructional reading level

www.ode.state.or.us/teachlearn/real/documents/el08.pdf#page=1

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students

45 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45

Virginia Board of Education, 2003 Grade Two, page 5 FOCUS STRAND: READING GRADE LEVEL 2 At the second-grade level, students will continue to be immersed in a print-rich environment. To decipher text, they will use what they have learned about phonemes, decoding, rhyming words, onsets and rimes, contextual clues, and the structure of sentences. Silent and independent reading will increase, with some parts of books read aloud for emphasis, clarification, or pleasure. When they read independently, students

63 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=63

this standard, students are expected to • use text formats such as the following to preview and set a purpose for reading: ° poetry features, such as lines and stanzas ° content text features, such as headings and chapter layout by topic ° functional formats, such as advertisements, flyers, and directions ° specialized type, such as bold face and italics ° visually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs • apply understanding of text

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=45

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