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Essential Academic
Learning Requirements in Reading
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Reading Essential Academic Learning Requirements in
Word Format:
1) The student understands and uses
different skills and strategies to read.
To meet this standard, the student will:
1.1 use word recognition and word meaning
skills to read and comprehend text
such as phonics, context clues, picture clues, and word origins; roots,
prefixes, and suffixes of words
1.2 build vocabulary through reading
1.3 read fluently, adjusting reading for
purpose and material
1.4 understand elements of literature --
fiction
such as story elements, use of humor, exaggeration, and figures of
speech
1.5 use features of non-fiction text and
computer software
such as titles, headings, pictures, maps, and charts to find and
understand specific information
2) The student understands the meaning of
what is read.
To meet this standard, the student will:
2.1 comprehend important ideas and details
2.2 expand comprehension by analyzing,
interpreting, and synthesizing information and ideas
2.3 think critically and analyze authors' use
of language, style, purpose, and perspective
3) The student reads different materials
for a variety of purposes.
To meet this standard, the student will:
3.1 read to learn new information
such as reading science and mathematics texts, technical documents, and
for personal interest
3.2 read to perform a task
such as using schedules, following directions, filling out job
applications, and solving problems
3.3 read for literary experience in a variety
of forms
such as novels, short stories, poems, plays, and essays to understand
self and others
3.4 read for career applications
4) The student sets goals and evaluates
progress to improve reading.
To meet this standard, the student will:
4.1 assess strengths and need for improvement
4.2 seek and offer feedback to improve
reading
4.3 develop interests and share reading
experiences
1. The student understands and uses
different skills and strategies to read.
To meet this standard, the student will:
|
Benchmark 1 - Grade 4 |
Benchmark 2 - Grade 7 |
Benchmark 3 - Grade 10 |
| 1.1 use word
recognition and word meaning skills to read and comprehend text |
| apply phonetic
principles to read including sounding out, using initial letters, and
using common letter patterns to make sense of whole words |
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| use language
structure to understand reading materials including sentence
structure, prefixes, suffixes, contractions, and simple abbreviations |
 use language
structure to understand reading materials including sentence
structure, prefixes, suffixes, contractions, and simple abbreviations |
use language
structure to understand reading materials including sentence
structure, prefixes, suffixes, contractions, and simple abbreviations |
| use meaning,
context, and pictures to comprehend story |
integrate
appropriate reading strategies to adapt reading to different types of
text |
integrate
appropriate reading strategies to adapt reading to different types of
text |
| identify and
discuss reading strategies including working out unknown words,
self-correcting, and re-reading when necessary to comprehend |
use a variety
of reading strategies to comprehend words and ideas including
self-correcting, re-reading, reading-on, and slowing down |
readily use a
variety of strategies to comprehend words and ideas in complex texts
including self-correcting, re-reading, reading-on, and slowing down |
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understand and
apply reading strategies including word origins, word roots, prefixes,
suffixes; making predictions; and verifying and revising understanding
while reading |
understand
and apply reading strategies including word origins, word roots,
prefixes, suffixes; making predictions; and verifying and revising
understanding while reading |
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analyze text
for a specific purpose |
synthesize
information when reading from a variety of sources |
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interpret
general and specialized vocabulary critical to the meaning of the text |
identify
technical and specialized terms and determine meaning of multiple
meaning words |
| 1.2 build
vocabulary through reading |
| build reading
vocabulary by interpreting context clues and using dictionaries,
glossaries, and other sources |
construct
general and specialized vocabularies through reading and specific
fields of academic study such as science, social studies,
mathematics, and the arts |
examine and
increase vocabularies relevant to different contexts,
cultures, and communities |
| 1.3 read
fluently, adjusting reading for purpose and material |
| read familiar
text with ease |
read both
orally and silently with ease |
read fluently
focusing on text details when necessary to maintain meaning |
| read word by
word or line by line when incorporating new skills or reading new
materials |
adjust reading
pace to accommodate the form, style, and difficulty of material and
purpose of reading; sample text rather than focusing on every detail |
read at
different speeds, using scanning and/or careful reading as appropriate |
| 1.4
understand elements of literature -- fiction |
| identify
literary devices (figurative language and exaggeration) |
identify
literary devices (figurative language, exaggeration, irony, humor,
dialogue) |
identify
literary devices (exaggeration, irony, humor, dialogue, devices that
develop characterization, tension, and mood) |
| understand
sentence structure, paragraphs, and chapters |
understand
sentence structure, paragraphs, and chapters |
understand
sentence structure, paragraphs, and chapters |
| understand
story elements (plot, characters, setting, point of view, problem,
solution) |
analyze
literary elements (plot, characters, setting, theme, point of view,
conflict, resolution) |
analyze
literary elements (plot, characters, setting, theme, point of view,
conflict, resolution) |
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1.5 use features of non-fiction text
and computer software |
| find and sort
information for a specific topic or purpose |
locate specific
information to pursue an interest or complete a project; analyze the
validity of electronic information |
read, analyze,
and use informational materials to demonstrate understanding and
expertise; analyze the validity of electronic information |
| locate and use
text organizers (title, headings, table of contents, index, captions,
alphabetizing, numbering, glossaries, etc.) |
use
organizational features of printed text (titles, headings, table of
contents, indexes, glossaries, prefaces, appendices, captions, etc.) |
use complex
organizational features of printed text (titles, headings, table of
contents, indexes, glossaries, prefaces, appendices, captions,
citations, endnotes, etc.) |
| recognize
organizational features of electronic information such as pull-down
menus, key word searches, icons, etc. |
use
organization features of electronic information (microfiche headings
and numberings, cd-rom, internet, etc.) |
use features of
electronic information (electronic bulletin boards and databases,
e-mail, etc.) |
2. The student understands the meaning of
what is read.
To meet this standard, the student will:
|
Benchmark 1 - Grade 4 |
Benchmark 2 - Grade 7 |
Benchmark 3 - Grade 10 |
|
2.1 comprehend important ideas and details |
| demonstrate
basic comprehension of the content of literary, informational, and
task oriented texts such as plays, newspaper articles, and
instructions |
demonstrate
comprehension of complex texts including fiction, non-fiction,
information, and task-oriented texts |
demonstrate
comprehension of varied texts especially technical materials, complex
narratives, and exposition |
| demonstrate
comprehension of the main idea and supporting details; summarize ideas
in own words |
readily
identify and comprehend the main idea and supporting facts and
details; summarize ideas in own words |
summarize the
main idea and supporting facts and details with evidence from reading |
| connect
previous experiences and knowledge when reading to understand
characters, events, and information |
link
characters, events, and information to prior knowledge, previous
experience, and current issues to increase understanding |
use prior
knowledge of issues, characters, events, and information to examine
texts and extend understanding |
| make inferences
and predictions based on the reading text |
make, confirm,
or revise predictions and inferences based on the reading text |
synthesize
ideas from selections to make predictions and inferences about
various texts |
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2.2 expand comprehension by analyzing, interpreting, and
synthesizing information and ideas |
| find
similarities and differences in stories; understand relationship
between parts of a text or between two simple texts |
compare,
contrast, and make connections within and among several texts |
critically
compare, contrast, and connect ideas within and among a broad range of
texts |
| use logical
sequence to accurately retell stories; order and/or sequence parts of
text |
use logical
sequence to accurately retell stories; order and/or sequence parts of
text |
use logical
sequence to accurately retell stories; order and/or sequence parts of
text |
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2.3 think critically and analyze authors' use of language, style,
purpose, and perspective |
| separate fact
from opinion |
evaluate the
validity of what is read |
draw
conclusions based on the validity and accuracy of what is read |
| recognize
different purposes and styles for writing |
recognize that
authors make language choices to influence an audience |
explain how an
author uses language to influence different audiences |
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evaluate an
author's effectiveness for a chosen audience |
analyze and
evaluate author's effectiveness for different audiences |
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recognize the
author's point of view, tone, and use of persuasive devices |
detect bias,
stereotype, over generalization, association, and other devices used
by the author to influence an audience |
| apply
information gained from reading to give a response and express insight |
apply
information gained from reading to give a response and express insight |
apply
information gained from reading to give a response and express insight |
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make
generalizations beyond the text to other texts, ideas, or situations |
analyze,
interpret, and evaluate ideas and concepts within, among, and beyond
multiple texts |
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evaluate
reasoning and ideas related to a text |
analyze,
interpret, and evaluate reasoning and ideas related to multiple texts |
3. The student reads different materials
for a variety of purposes.
To meet this standard, the student will:
|
Benchmark 1 - Grade 4 |
Benchmark 2 - Grade 7 |
Benchmark 3 - Grade 10 |
| 3.1 read to
learn new information |
| observe and use signs,
labels, and instructions |
observe and
use signs, labels, and instructions |
observe and
use signs, labels, and instructions |
| locate and use a variety of
resource materials |
evaluate the
appropriateness of a variety of resource materials for a specific task |
organize information from
resource materials and communicate findings effectively |
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select resources to answer a
question or solve a problem |
understand and use
materials to investigate a topic (reference materials, encyclopedia,
manuals, public documents, newspaper and magazine articles, trade
publications, etc.) |
locate, analyze, and
interpret material to investigate a question, topic, or issue
(encyclopedia and other reference materials, pamphlets, book excerpts,
newspaper and magazine articles, letters to an editor, etc.) |
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read and comprehend a full
range of texts fluently (instructions, news articles, poetry, novels,
short stories, professional-level materials that match career or
academic interests, electronic information, etc.) |
read, analyze, and
interpret a full range of texts fluently (instructions, news articles,
poetry, novels, short stories, professional-level materials that match
career or academic interests, electronic information, etc.) |
| 3.2 read to
perform a task |
| read information and
perform tasks for a variety of real-life purposes (schedules, recipes,
instructions, etc.) |
read and understand
information to perform a specific task (schedules, maps, recipes,
instructions, newspaper want ads, consumer reports, travel books,
first aid manuals, catalogs, yellow pages, etc.) |
understand and follow
complex information to perform tasks for a specific audience
(schedules, maps, recipes, instructions, newspaper want ads, consumer
reports, travel books, first aid or other manuals, catalogs, yellow
pages, credit card or job applications, legal documents, etc.) |
| 3.3 read for
literary experience |
| read, respond to, and
evaluate a variety of traditional and contemporary literature (novels,
folk tales, stories, myths, rhymes, poems, plays, etc.) |
read, respond to, and
evaluate a variety of traditional and contemporary literature (poetry,
essays, short stories, novels, biographies, non-fiction narratives,
plays) |
read, respond
to, and evaluate a variety of traditional and contemporary literature
(poetry, essays, short stories, novels, biographies, non-fiction
narratives, plays) |
| read a variety of
literature representing different cultures, perspectives, and issues |
read, discuss, and use
literature to understand a variety of perspectives of self, others,
and world issues |
read critically to analyze,
compare and contrast works of various authors and to understand
multiple perspectives and issues of self, others, and world issues |
| understand different
views of family, friendship, culture, and tradition found in
literature |
identify recurring themes
in literature such as identity, conflict and struggle, and social
and economic change |
analyze recurring themes in
literature such as human interaction, identity, conflict and
struggle, and economic change |
| 3.4 read for
career applications |
| identify the kinds of
documents one might be required to read in a career setting |
identify particular
documents one might be required to read for occupational/career areas
of interest |
identify particular reading
skills required for occupational/career areas of interest |
| read and interpret
non-technical documents from career settings such as memos,
directories, and schedules |
locate and interpret
technical and non-technical documents from different career settings
such as blueprints, graphs, tables, and policies |
use appropriate reading
strategies for interpreting technical and non-technical documents from
different career settings such as scanning, finding specific
information, and inferring from data |
4. The student sets goals and evaluates
progress to improve reading.
To meet this standard, the student will:
|
Benchmark 1 - Grade 4 |
Benchmark 2 - Grade 7 |
Benchmark 3 - Grade 10 |
| 4.1 assess
strengths and need for improvement |
| use strategies
to monitor reading progress and to overcome reading difficulties with
guidance from the teacher |
use a variety
of strategies to monitor reading progress and to overcome difficulties |
solve problems,
monitor progress, and direct own reading |
| set reading
goals; ask questions and make predictions prior to and during reading |
set reading
goals and develop strategies to meet goals and monitor progress |
set goals and
take individual responsibility to form a plan for improvement |
| 4.2 seek and
offer feedback to improve reading |
| use agreed upon
standards to improve reading skills such as fluency, vocabulary,
and comprehension for self and others |
develop shared
standards and evaluate reading skills such as fluency,
comprehension, and text choice for self and others |
apply academic
and technical standards to evaluate and improve reading for self and
others |
| 4.3 develop
interests and share reading experiences |
| select favorite
authors, subjects, and books and share with others |
express reasons
for recommending books to others; share reading experiences with
others |
share knowledge
gained through reading with others |
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