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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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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...
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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
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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 <span class="highlight">for</span> word <span class="highlight">recognition</span>, comprehension, interpretation, <span class="highlight">analysis</span>, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
Microsoft Word - 0519LAStandards.doc
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 st...
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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
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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 <span class="highlight">of</span> grade 2. I. READING AND LITERATURE The student will read and understand grade-appropriate English language text. A. Word <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency Standard: The student will
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency Standard: The student will apply word <span class="highlight">recognition</span> 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 <span class="highlight">analysis</span>. 2. Read aloud
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency Standard: The student will decode unfamiliar words using phonetic and structural <span class="highlight">analysis</span> and will read with fluency and expression. The student will: 1. Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural <span class="highlight">analysis</span> in grade-appropriate text. 2. Read aloud narrative and
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span>, and Fluency Standard: The student will decode unfamiliar words using phonetic and structural <span class="highlight">analysis</span> and will read with fluency and expression. The student will: 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural <span class="highlight">analysis</span>. 2. Read aloud narrative and expository text with
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> 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 <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and appropriate pacing. 3. Apply correct word
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> 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 <span class="highlight">analysis</span> and structural <span class="highlight">analysis</span>. 2. Read narrative and expository text with fluency, accuracy and comprehension at an appropriate silent
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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 <span class="highlight">Recognition</span>, <span class="highlight">Analysis</span> and Fluency (Standards under this heading may be locally determined and based on the individual needs <span class="highlight">of</span> the student.) B. Vocabulary Expansion Standard: The student will use a variety <span class="highlight">of</span> strategies to expand reading, listening and speaking vocabularies. The student will: 1. Acquire, understand and use new
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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...
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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
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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 <span class="highlight">for</span> 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 <span class="highlight">reCognition</span> EL.03.RE.01 read regular words with several syllables. EL.03.RE.02 use letter-sound correspondence knowledge and structural <span class="highlight">analysis</span> 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
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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...
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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
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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 <span class="highlight">of</span> 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 <span class="highlight">reCognition</span> EL.HS.RE.01 Read at an <span class="highlight">independent</span> and instructional reading level appropriate to grade level
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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 mate...
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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
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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 <span class="highlight">independent</span> reading <span class="highlight">for</span> specific purposes. 3.1.1 H. Inquiry and Research 1. Ask and explore questions related to a topic <span class="highlight">of</span> interest. 2. Draw conclusions from <span class="highlight">information</span> and data gathered. 3. Be exposed to and read a variety <span class="highlight">of</span> fiction and nonfiction, and produce evidence <span class="highlight">of</span> reading. Building upon knowledge and skills gained in preceding grades, by the end <span class="highlight">of</span> Grade 2, students will: 3.1.2 A. Concepts About Print/Text 1. Use titles, tables <span class="highlight">of</span> contents, and chapter headings to locate <span class="highlight">information</span>. 2
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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 <span class="highlight">of</span> 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 <span class="highlight">for</span> their <span class="highlight">independent</span> reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed <span class="highlight">for</span> grade level. 14. Use <span class="highlight">information</span> and reasoning to examine bases <span class="highlight">of</span> hypotheses and
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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...
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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
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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 <span class="highlight">component</span> <span class="highlight">of</span> reading development that can be developed through instruction. The goal <span class="highlight">of</span> fluency instruction is not fast reading, but expressive and meaning-filled reading. Automaticity (fast, effortless word <span class="highlight">recognition</span>) is necessary, but not sufficient, <span class="highlight">for</span> fluency. Fluency has as much to do with accessing the deeper
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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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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 ana...
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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
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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 <span class="highlight">for</span> 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 <span class="highlight">of</span> 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 <span class="highlight">reCognition</span> EL.04.RE.01 Read aloud grade-level narrative text and informational text fluently and accurately with
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