·1 listen to a variety of genres (e.g. stories, poems, articles, etc.) to form an understanding of reading and develop text-to-self connections, text-to-text, and text-to-world connections.

·2 develop concept of self as reader through using experience, memorization, pictures, and imagination to make meaning from reading materials.

·3 listen and respond to material that rhymes, is predictable, and has high frequency words.

·4 listen and understand fiction and non-fiction materials with text features, such as pictures and titles.

·5 listen and understand text features such as bold face print, italics, and illustrations.

·1 develop phonological awareness of sounds and patterns in spoken language, including:

o concept of spoken word – distinguishes words in a sentence .

o rhyme – recognizes and produces rhyming words.

o syllable – blends, segments and deletes syllables.

o phonemic awareness

§ isolates beginning and ending sounds in words.

§ blends onsets (/c/) and rimes (-at) to form words (cat).

·2 identify upper and lowercase letters.

·3 make connections between letters and their corresponding sounds, (including vowels).

·4 use their knowledge of letter sounds to begin to read simple consonant-vowel-consonant words.

·5 use auditory and visual strategies to understand words and their meanings.

·1 indicates the front of a book.

·2 understand the function of the cover and title page .

·3 hold a book right side up.

·4 turn pages one at a time from front to back.

·5 be able to follow text by pointing to each word as it is read. (one-to-one matching)

·6 understand directionality (message moves from left to right, top to bottom, front to back, first and last word in a sentence, first and last letter in a word).

·7 distinguishes between a letter, word and a sentence.

·8 note space between words.

·9 locate known words.

·10 understand use of capitalization and punctuation.

·1 use prior experience to help make sense of stories by making text-to-self connections.

·2 use pictures and illustrations in context to make sense of text.

·3 begin to make predictions and confirm predictions to make sense of text.

·1 notice and indicate that material that is orally read to them does not make sense.

·2 use picture cues to clarify text.

·3 monitor whether the word they are saying matches the word in the text.

·4 monitor whether what they read makes sense.

·1 use pictures to tell stories.

·2 listen for details in order to sequence.

·3 begin to retell familiar stories to demonstrate understanding of plot.

·4 retell stories or parts of stories containing beginning, middle, end, and important details by using props or manipulatives, pictures, and graphic organizers.

·5 use pictures to retell stories including characters, setting and main events.

·1 begin to ask and answer who, what, when, where, why and how questions.

·2 summarize what happened in a story through telling or drawing a picture.

·1 respond to rhythmic and patterned/predictable reading materials while listening.

Fluency

·6 begin to recognize by sight approximately 30-50 high frequency words.

·1 listen to a variety of genres (e.g. stories, poems, articles, etc.) to form an understanding of reading and develop text-to-self, text-to-text, and text-to-world connections.

·2 develop concept of self as reader through using experience, memorization, pictures, and imagination to make meaning from reading materials.

·3 listen to and read material that rhymes, is predictable, and has high frequency words.

·4 begin to read and understand fiction and non-fiction materials with text features such as pictures, lists, table of contents, tables, charts, graphs and titles/headings to understand a passage.

·5 use text features such as capitalization, punctuation, bold face print, italics, and illustrations to provide clarity for meaning of text.

·1 develop phonological awareness of sounds and patterns in spoken language, including:

o phonemic awareness

§ blends onsets (/c/) and rimes (-at) to form words (cat)

§ segment and blend 3-4 phonemes/sounds in one-syllable words

§ delete initial and final phonemes

§ add phonemes

·2 know and produce regular letter-sound correspondences and use them to decode regularly spelled one and two syllable words

·3 decode words using beginning and ending consonant sounds

·4 decode short and long vowel words

·5 decode words with consonant digraphs and blends

·6 decode words with long vowel digraphs

·7 use onsets /t/ and rimes /op/ to decode new words /top/, including blends and digraphs

·8 decode words with y as a vowel

·9 decode words with hard and soft c and g

·10 identify patterns in words (cvc, cvce, cvvc)

·11 use auditory and visual strategies to understand words and their meanings.

·12 decode base words with common endings (-s, -es, -ed, -ing)

·13 begin to recognize and understand compound words and contractions as relates to their reading level.

·14 begin to recognize homonyms as relates to their reading level.

·15 begin to recognize that some words have multiple meanings (homographs) and recognize the correct meaning as the word is used.

·1 control one-to-one matching, first by pointing to each word as it is read, and then by tracking words with their eyes.

·2 understand directionality (message moves from left to right, top to bottom, front to back, first and last word in a sentence, first and last letter in a word.

·3 recognize upper and lower case letters.

·4 note space between words and how words are put together to form sentences.

·5 locate known words.

·6 make sense of reading materials through using word-by-word matching, capitalization and punctuation, sentence structure and the understanding that letters make words

·1 read for a purpose.

·2 understand that all text must make sense.

·3 use prior experience to help make sense of stories by making text-to-self connections.

·4 recognize text-to-text connections (e.g. similar themes, styles, genres, and purposes).

·5 make text-to-world connections (real world issues).

·6 use pictures and illustrations in context to make sense of text.

·7 use syntactic (word structure), semantic (meaning) and visual(pictures and illustrations) cues to make sense of text.

·8 make and confirm predictions to make sense of text.

·9 begin to draw conclusions based on what is read.

·1 notice and indicate that material that is orally read to them does not make sense.

·2 use monitoring strategies to self-correct when the text does not make sense.

·3 use picture cues to clarify text.

·4 self-monitor using visual cues to match the word in the text (visual/graphophonic cues – does it look right?).

·5 self-monitor using structural cues – does it sound right?

·6 self-monitor using semantic cues to confirm meaning in context.

·1 use pictures to retell stories in correct sequence

·2 retell stories or parts of stories containing beginning, middle, end, and important details by using props or manipulatives, pictures, and graphic organizers.

·3 retell stories with the story elements of characters, setting, plot, and problem/solution by using props or manipulatives, pictures and graphic organizers.

·4 retell familiar stories to demonstrate understanding of plot.

·1 ask and answer who, what, when, where, why and how questions.

·2 summarize what happened in a story through telling or drawing a picture.

·3 summarize the events of a story in sequence through drawing and writing.

·4 identify main ideas of a variety of reading passages.

·1 identify the structure of rhythmic and patterned/predictable reading materials.

·2 understand basic story structure (beginning, middle, end).

·3 identify story elements in a passage, including characters, setting, problem/solution, and plot.

Fluency

·1 read approximately 150-200 high frequency words.

·2 read approximately 60 CWPM when using first grade level text.

·1 listen to and read a variety of genres (e.g. stories, poems, articles, etc.) to form an understanding of reading and develop text-to-self, text-to-text and text-to-world connections.

·2 develop concept of self as reader through using experience, memorization, pictures, and imagination to make meaning from reading materials.

·3 read material that rhymes, is predictable, and has high frequency words.

·4 read and understand fiction and nonfiction materials with text features such as pictures, lists, tables, charts, graphs, table of contents, titles/ headings, captions, indexes, and glossaries.

·5 use text features of capitalization, punctuation, bold face print, italics, illustrations, bullets, diagrams and numbers to provide clarity for meaning of text.

·6 choose and read a variety of materials to gain understanding of the world around them and of the nature of texts, including literary materials (e.g., plays, poetry, short stories) and transactive materials (e.g., letters, articles).

·7 read a variety of materials to accomplish authentic purposes, including reading for enjoyment, to locate information, and to complete tasks.

·1 develop phonemic awareness, including:

o deleting phonemes.

o substituting phonemes.

·2 decode words with vowel digraphs and vowel diphthongs.

·3 decode words with y as a vowel.

·4 decode words with r or l-controlled vowels.

·5 decode words with irregular beginning consonant clusters (wr, kn).

·6 decode regularly spelled one and two-syllable words automatically.

·7 identify and apply patterns in words to unknown words in context (use eat to help read meat or defeat).

·8 apply syllabication (identifying or recognizing parts of a word) to unknown words in context.

·9 decode base words with common endings.

·10 understand meanings of prefixes and suffixes.

·11 recognize the meaning of a word when a prefix or suffix has been added.

·12 read multisyllabic words.

·13 understand and use compound words, contractions, homonyms, synonyms and antonyms to assist comprehension.

·14 know that some words have multiple meanings (homographs) and recognize the correct meaning as the word is used.

·15 use auditory and visual strategies to understand words and their meanings.

·16 employ sight word vocabulary to make sense of text.

·17 use word identification strategies, including prediction, context clues, and phonetic awareness, to read and understand unknown words.

·1 make sense of reading materials through using word-by-word matching, punctuation, sentence structure and the understanding that letters make words.

·2 understand that all text must make sense.

·3 read for a purpose.

·4 describe author’s purpose and point of view.

·5 select reading material from a variety of genres, types, cultural and historical perspectives.

·1 use prior experience to help make sense of stories by making text-to-self, text-to-text, and text-to-world connections (similar themes, styles, genres, and purposes).

·2 use pictures and illustrations in context to make sense of text.

·3 use syntactic (word structure), semantic (word meaning), and graphophonic (visual letters) cues to make sense of text.

·4 use predictions and confirm predictions to make sense of text.

·5 integrate prior knowledge and experiences with text to infer, predict, and conclude.

·6 respond to reading in a variety of forms (e.g., conversations, art, media, writing).

·7 use text as a model for own writing.

·1 use monitoring strategies to self-correct when text does not make sense.

·2 self-monitor using visual cues to match the word in the text. (visual/graphophonic cues – does it look right?).

·3 self-monitor using structural cues (does it sound right?).

·4 self-monitor using semantic cues to confirm meaning in context.

·5 self-monitor, reread and self-correct when reading text.

·1 retell stories or parts of stories containing beginning, middle, end and important details using props, pictures, graphic organizers, and written retellings.

·2 retell stories with the story elements of plot, setting, characters and problem/solution using props, pictures, graphic organizers, and written retellings.

·1 ask and answer who, what, when, where, why and how questions.

·2 summarize the events of a story in sequence through telling, drawing and writing.

·3 identify the main ideas of a variety of reading passages.

·4 summarize a variety of reading passages by selecting the main ideas and main events/points.

·1 understand basic story structure (beginning, middle, end).

·2 identify story elements in a passage, including characters, setting, problem/solution, and plot.

·3 identify and apply organizational patterns of transactive materials (e.g., sequence, cause and effect, comparison).

Comprehension

·1 use graphic organizers to assist in understanding and demonstrate understanding of text.

·2 predict outcomes.

·3 identify main idea and supporting details.

·4 draw conclusions and make inferences based on text.

·5 identify fact and opinion, and support with information from the text.

·6 form own opinion about text and support with reasons.

·7 understand analogies.

·8 classify and categorize information.

Fluency

·4 exhibit fluency in reading

o read approximately 300 high frequency words.

o read approximately 90-100 CWPM when using grade level appropriate text.

·1 listen to and read a variety of genres (e.g. stories, poems, articles, etc.) to form an understanding of reading and develop text-to-self, text-to-text and text-to-world connections.

·2 read and understand fiction and nonfiction materials with text features such as pictures, lists, tables, charts graphs, table of contents, titles/ headings, captions, indexes, and glossaries.

·3 use text features of capitalization, punctuation, bold face print, italics, illustrations, bullets, diagrams, numbers, and indices to provide clarity for meaning of text.

·4 choose and read a variety of materials to gain understanding of the world around them and of the nature of texts, including literary materials (e.g., plays, poetry, short stories) and transactive materials (e.g., letters, articles).

·5 read a variety of materials to accomplish authentic purposes, including reading for enjoyment, to locate information, and to complete tasks.

·1 identify and apply patterns in words to unknown words in context (use eat to help read meat, defeat, or creature).

·2 apply syllabication (identifying or recognizing parts of a word) to unknown words in context.

·3 decode base words with common endings.

·4 understand meanings of prefixes and suffixes.

·5 recognize the meaning of a word when a prefix or suffix has been added to a base word.

·6 read multisyllabic words.

·7 understand and use compound words, contractions, homonyms, synonyms and antonyms to assist comprehension.

·8 know that some words have multiple meanings (homographs) and recognize the correct meaning as the word is used.

·9 use auditory and visual strategies to understand words and their meanings.

·10 employ sight word vocabulary to make sense of text.

·11 use word identification strategies, including prediction, context clues, and phonetic awareness, to read and understand unknown words.

·1 make sense of reading materials through using word-by-word matching, punctuation, sentence structure and the understanding that letters make words.

·2 understand that all text must make sense.

·3 read for a purpose.

·4 describe author’s purpose and point of view.

·5 select reading material from a variety of genres, types, cultural and historical perspectives.

·1 use prior experience to help make sense of stories by making text-to-self, text-to-text, and text-to-world connections (similar themes, styles, genres, and purposes).

·2 use pictures and illustrations in context to make sense of text.

·3 use syntactic (word structure), semantic (word meaning), and graphophonic (visual) cues to make sense of text.

·4 use predictions and confirm predictions to make sense of text.

·5 integrate prior knowledge and experiences with text to infer, predict, and draw conclusions.

·6 respond to reading in a variety of forms (e.g., conversations, art, media, writing).

·7 use text as a model for own writing

·1 use monitoring strategies to self-correct when the text does not make sense.

·2 self-monitor using visual cues to match the word in the text. (visual/graphophonic cues – does it look right?).

·3 self-monitor using structural cues (does it sound right?).

·4 self-monitor using semantic cues to confirm meaning in context.

·5 self-monitor, reread, and self-correct.

Retelling

·1 retell stories or parts of stories containing beginning, middle, end and important details using graphic organizers and oral/written retellings.

·2 retell stories with the story elements of plot, setting, characters and problem/solution using graphic organizers and oral/written retellings.

 

·1 ask and answer who, what, when, where, why and how questions.

·2 summarize the events of a story in sequence, either orally or in writing.

·3 identify the main ideas of a variety of reading passages.

·4 summarize a variety of reading passages by selecting the main ideas and main events or points with supporting details.

·1 understand basic story structure (beginning, middle, end).

·2 identify story elements in a passage, including characters, setting, problem/solution, and plot.

·3 identify and apply organizational patterns of transactive materials (e.g., sequence, cause and effect, comparison).

Comprehension

·1 use graphic organizers to assist in understanding and demonstrate understanding of text.

·2 predict outcomes

·3 paraphrase text

·4 draw conclusions and make inferences based on text.

·5 identify fact and opinion, and support with information from the text

·6 form own opinion about text and support with reasons.

·7 understand analogies.

·8 classify and categorize information.

·9 identify cause and effect.

Fluency

·4 exhibit fluency in reading

o Read approximately 500 high frequency words.

o Read approximately 90-120 CWPM when using grade level appropriate text.

·1 know the purposes for the 4 types of reading: information, literature, persuasion, and practical/workplace.

·2 select reading material from a variety of genres, types, cultural and historical perspectives (e.g. stories, poems, plays, articles, etc.) to form an understanding of reading and develop text-to-self, text-to-text and text-to-world connections.

·3 read and understand fiction and nonfiction materials with text features such as pictures, lists, tables, charts, graphs, table of contents, indexes, glossaries, headings, and captions.

·4 use text features of capitalization, punctuation, bold face print, italics, illustrations, indentations, bullets, diagrams, numbers, and indices to clarify meaning of transactive reading materials.

·5 read a variety of materials to accomplish authentic purposes, including reading for enjoyment, to locate information, and to complete tasks

·1 apply syllabication (identifying or recognizing parts of a word) to unknown words in context.

·2 understand meanings of prefixes and suffixes.

·3 recognize the meaning of a word when a prefix or suffix has been added to a base word.

·4 read multisyllabic words.

·5 use knowledge of compound words, contractions, homonyms, synonyms and antonyms for comprehension

·6 use context to determine correct meaning of words with multiple meanings

·7 use word identification strategies (e.g., phonetic principles, context clues, and structural analysis) to determine pronunciations and meanings of words in passages.

·8 determine use and purpose of conjunction, transition, and linking words.

·1 understand that all text must make sense.

·2 read for a purpose.

·3 describe author’s purpose and point of view.

·1 understand and respond to a variety of reading materials, making connections to students’ lives, to real world issues, and/or to current events.

·2 make connections between texts and authors(e.g., similar themes, styles, genres, purposes) - text-to-text connections.

·3 recognize characteristics and elements of different kinds of works.

·4 justify critical opinion about text.

·5 understand sentence structures, which include clauses and phrases (syntax).

·6 respond to reading in a variety of forms (e.g., conversations, art, media, writing).

·7 use text as a model for own writing

·1 use monitoring strategies to self-correct when the text does not make sense.

·2 self-monitor using visual cues to match the word in the text. (visual/graphophonic cues – does it look right?).

·3 self-monitor using structural/syntactic cues (does it sound right?).

·4 self-monitor using semantic cues to confirm meaning in context (does it make sense?).

·5 self-monitor, reread, and self-correct.

·1 use graphic organizers to assist in understanding and demonstrate understanding of text.

·2 classify and categorize information.

·3 predict outcomes.

·4 ask and answer who, what, when, where why and how question.

·5 identify main idea and important supporting details.

·6 summarize text.

·7 paraphrase text.

·8 draw conclusions and make inferences based on text.

·9 identify cause and effect.

·10 compare and contrast.

·11 analyze fact and opinion, and support with information from the text.

·12 understand analogies.

·13 understand connotation and denotation of words.

 

·1 understand basic story structure (beginning, middle, end)

·2 identify story elements in a passage, including characters, setting, problem/solution, and plot

·3 identify and apply organizational patterns of transactive materials (e.g., sequence, cause and effect, comparison)

Fluency

·4 exhibit fluency in reading

o Read approximately 120-150 CWPM when using grade level appropriate text.

·1 know the purposes for the 4 types of reading: information, literature, persuasion, and practical/workplace.

·2 read a variety of genres(e.g. stories, poems, articles, etc.) to form an understanding of reading and develop text-to-self, text-to-text and text-to-world connections.

·1 identify meaning from a variety of reading materials, making connections to students’ lives, to real world issues, and/or to current events

·3 read and understand fiction and nonfiction materials with text features such as lists, charts, graphs, tables, table of contents, indexes, glossaries, captions, diagrams, and headings.

·4 use text features of bold face print, italics, illustrations, bullets, diagrams, numbers, and indexes to determine meaning of transactive reading materials.

·5 choose and read a variety of materials to gain understanding of the world around them and of the nature of texts, including literary materials (e.g., plays, poetry, short stories) and transactive materials (e.g., letters, articles).

·6 read a variety of materials to accomplish authentic purposes, including reading for enjoyment, to locate information, and to complete tasks.

·7 reflect on and evaluate what is read.

·1 apply syllabication (identifying or recognizing parts of a word) to unknown words in context.

·2 know the meaning of common prefixes and suffixes in order to decode unfamiliar words.

·3 read multisyllabic words.

·4 use knowledge of homonyms, synonyms and antonyms to comprehend a passage.

·5 identify words, which have multiple meanings and select appropriate meaning for the context.

·6 use word identification strategies (e.g., phonetic principles, context clues, and structural analysis) to determine pronunciations and meanings of words in passages.

·7 understand and use conjunctions, transition, and linking words.

 

 

·2 understand that all text must make sense

·3 read for a purpose

·4 identify and understand author’s purpose and point of view.

·1 make connections between texts and authors(e.g., similar themes, styles, genres, purposes) text-to-text connections.

·2 recognize characteristics and elements of different kinds of literary works.

·3 identify and apply information contained in directions and forms to complete authentic tasks.

·4 employ reading strategies to locate and apply ideas and information for inquiry projects and other authentic tasks.

·5 identify and understand an author’s opinion about a subject.

·6 justify critical opinion about text.

·7 understand sentence structures, which include clauses and phrases (syntax).

·8 respond to reading in a variety of forms (e.g., conversations, art, media, writing).

·9 use text as a model for own writing.

·1 use syntactic (word structure), semantic (meaning), and visual cues to confirm meaning in context.

·2 use monitoring strategies to self-correct when the text does not make sense.

·3 self-monitor, reread, and self-correct.

Comprehension

·1 use vocabulary and comprehension strategies in context, as well as technology, to understand text.

·2 use graphic organizers to demonstrate understanding of text.

·3 classify and categorize information

·4 scan to find key information

·5 skim to get the gist of a passage

·6 formulate purpose setting questions

·7 make predictions, draw conclusions and make inferences based on text

·8 identify main idea and important supporting details

·9 summarize text

·10 paraphrase text

·11 relate cause and effect

·12 compare and contrast

·13 analyze fact and opinion, and support with information from the text

·14 analyze argument and support of evidence

·15 identify bias and/or misinformation

·16 make and understand analogies

·17 determine connotation and denotation of words

·18 uses figurative language (e.g., similes, metaphors)

·1 understand basic story structure (beginning, middle, end)

·2 identify story elements in a passage, including characters, setting, problem/solution, and plot

·3 identify and apply organizational patterns of transactive materials (e.g., sequence, cause and effect, comparison)

Fluency

·4 Exhibit fluency in reading

o recognize high frequency words.

o read approximately 130-150 CWPM.