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definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies:...
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definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic analysis, using context clues ) word families: A collection of words that share common ortho- graphic rimes (e.g., thank, prank, dank). word recognition strategies: Strategies for determining the pronun- ciation and meaning of words in print.
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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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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=54
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
definition maps, analogies, using the dictionary and other reference materials, using word parts, using morphemic <span class="highlight">analysis</span>, using context clues ) word families: A collection <span class="highlight">of</span> words that share common ortho- graphic rimes (e.g., thank, prank, dank). word <span class="highlight">recognition</span> strategies: Strategies <span class="highlight">for</span> determining the pronun- ciation and meaning <span class="highlight">of</span> words in print.
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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
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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
GRADE 3
previously solved problems, and identify possible strategies for solving the problem. M03-S5C2-08. Make and test conjectures based on data (or information) collected from explorations and experiments. Examples: • County map of Arizona • Map of United States...
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previously solved problems, and identify possible strategies for solving the problem. M03-S5C2-08. Make and test conjectures based on data (or information) collected from explorations and experiments. Examples: • County map of Arizona • Map of United States PO 2. Investigate properties of vertex- edge graphs • circuits in a graph, • weights on edges, and • shortest path between two vertices. Connections: M03-S1C1-02, M03-S1C2- 01, M03-S1C2-02, SS3-S4C1-03 M03-S5C2-02. Identify relevant
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
counting, and the study <span class="highlight">of</span> graphs. This prepares students <span class="highlight">for</span> the study <span class="highlight">of</span> discrete functions as well as to make valid inferences, decisions, and arguments. Discrete mathematics is a branch <span class="highlight">of</span> mathematics that is widely used in business and industry. Combinatorics is the mathematics <span class="highlight">of</span> systematic counting. Vertex-<span class="highlight">edge</span> graphs are used to model and solve problems involving paths, networks, and relationships among a finite number <span class="highlight">of</span> objects. Concept 1: Data <span class="highlight">Analysis</span> (Statistics) Understand and apply data
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=19
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
previously solved problems, and identify possible strategies <span class="highlight">for</span> solving the problem. M03-S5C2-08. Make and test conjectures based on data (or <span class="highlight">information</span>) collected from explorations and experiments. Examples: • County map <span class="highlight">of</span> Arizona • Map <span class="highlight">of</span> United States PO 2. Investigate properties <span class="highlight">of</span> vertex- <span class="highlight">edge</span> graphs • circuits in a graph, • weights on edges, and • shortest path between two vertices. Connections: M03-S1C1-02, M03-S1C2- 01, M03-S1C2-02, SS3-S4C1-03 M03-S5C2-02. Identify relevant
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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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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
GRADE 2
colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is ...
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colored using the same color. Many students believe a point is considered an edge. Realizing that a point is not an edge does not happen without exploration and discussion. Students should have multiple opportunities to color a variety of simple pictures and maps. The goal is for students to use the fewest number of colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
colored using the same color. Many students believe a point is considered an <span class="highlight">edge</span>. Realizing that a point is not an <span class="highlight">edge</span> does not happen without exploration and discussion. Students should have multiple opportunities to color a variety <span class="highlight">of</span> simple pictures and maps. The goal is <span class="highlight">for</span> students to use the fewest number <span class="highlight">of</span> colors; some possible strategies that young children may use include a guess-and-check strategy, use many colors and try to eliminate one color at a time; or use few colors and insert
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=17
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 2. Build vertex-<span class="highlight">edge</span> graphs using concrete materials and explore simple properties <span class="highlight">of</span> vertex-<span class="highlight">edge</span> graphs • number <span class="highlight">of</span> vertices and edges, • neighboring vertices, and • paths in a graph. Connections: M02-S2C4-03 A vertex-<span class="highlight">edge</span> graph is a collection <span class="highlight">of</span> vertices and edges. A vertex is a point/dot that represents an object or location. An <span class="highlight">edge</span> connects two vertices and represents some relationship between them. The vertex-<span class="highlight">edge</span> graph below has 4
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- g...
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Content AnD struCture There are currently no grade 1 grade-level foundations for Informational Text: Examine Content and Structure. increase word knowl- edge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word ori- gins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific information in a variety of texts across the subject
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
Content AnD struCture There are currently no grade 1 grade-level foundations <span class="highlight">for</span> Informational Text: Examine Content and Structure. increase word knowl- <span class="highlight">edge</span> through systematic vocabulary development; determine the meaning <span class="highlight">of</span> new words by applying knowledge <span class="highlight">of</span> word ori- gins, word relationships, and context clues; verify the meaning <span class="highlight">of</span> new words; and use those new words accurately across the sub- ject areas . Find, understand, and use specific <span class="highlight">information</span> in a variety <span class="highlight">of</span> texts across the subject
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