| EALR #1: The student understands and uses different skills and strategies
to read. |
| 1.1 Word Recognition
and Word Meaning |
- Understands some distinctions within word classes such as common
nouns and proper nouns.
- Uses word parts such as letter clusters, knowledge of sound and
letter patterns, syllables, roots, and affixes for decoding.
- Controls more complex sentence structures as a cue to decoding.
- Builds own meaning context through making associations, processing
print, and creating mental images.
- Uses context meaning and visual cues together proficiently to predict
and confirm text.
- Uses context clues (both meaning and sentence structure) to predict
and confirm text.
- Locates nouns, verbs, adjectives, adverbs, and connecting words.
|
| 1.2 Vocabulary |
- Recognizes 500-600 words immediately, including most
contractions and abbreviations.
- Uses context clues to determine word meaning.
- Generates meaningful alternatives for unknown words while
reading in context.
- Selects and uses synonyms and antonyms for verbs and
adjectives.
- Builds vocabulary through visualizing, mind mapping, and
categorizing.
- Uses a dictionary to check meanings and build vocabulary,
including multi-meanings.
- Builds vocabulary through the meanings of several prefixes (re, un,
mis) and suffixes (ful, less, er, est, ly).
|
| 1.3 Fluency |
- Integrates meaning, sentence structure, and visual-phonic
information.
- Uses appropriate speed, phrasing, and smoothness, with
occasional interruptions to use "reread", "read on", and other
self-correction strategies.
- Self-corrects over longer passages and across a range of
forms.
- Uses natural voice inflection in oral reading.
- Uses a wide variety of punctuation cues efficiently (. ? !
" ").
- Demonstrates fluent oral reading in Reader’s Theater,
presentations, and reading to inform or entertain peers or younger students.
- Reading silently.
- Skims and scans when selecting books and seeking
information.
|
| 1.4 Literary Elements
|
- Previews fiction text with increasing independence.
- Explores the story elements of character, setting, plot
(problem, events, solution) and theme.
- Recognizes and appreciates some literary techniques such as
similes, humor, exaggeration, dialogue.
- Begins to identify language in the text and illustrations.
Notes features that develop characterization, tension, mood and the plot.
- Experiences genre
|
| 1.5 Non-Fiction |
- Previews nonfiction text organization with increasing
independence and uses it to recount or explain the information learned.
- Uses table of contents, index, and glossary as tools to
locating and understanding parts of the text with increasing independence.
- Manages a wide range of features within a text or book.
|
| EALR
#2: The student understands the meaning of what is read. |
| 2.1 Comprehending
Important Ideas and Details |
- Creates a timeline to reflect the reading material.
- Recognizes main idea and supporting details.
- Activates prior knowledge which can be used to help
understand the important ideas or details.
|
| 2.2 Expanding Meaning |
- Uses charts and tables to read and present information comparing
recording, summarizing, or reorganizing ideas and facts from textural and/or illustrative
materials.
- Manages many characters, incidents, and scene changes within one
text.
- Retells with elaboration and inference.
- Answers higher level thinking skill extension questions orally and in
writing, such as comparing, sequencing, problem solving, and finding patterns.
- Begins to generate questions that elicit higher level thought
processes such as finding patterns, sequencing, compare/contrast.
- Previews using such text features as: cover information,
illustrations, table of contents, acknowledgements, chapter headings, glossary and index,
blurb.
- Uses pace and intonation to reflect purpose and meaning when reading
to others.
- Applies thinking skills
- Compare/contrast
- Fact and Opinion
- Main Idea
- Problem Solving
- Inference
- Predicting
- Find Evidence
- Compares some familiar forms of text, i.e., fairy
tale and folk tale.
|
| 2.3 Literary
Criticism |
- Starts to consider text more critically using several given
or self-generated criteria.
- Considers the ideas/suggestions of others regarding the
meanings/issues presented by the author.
- Understands there may be more than one valid opinion
regarding an author’s work.
|
| EALR
#3: The student reads different materials for a variety of purposes. |
| 3.1 Information |
- Initiates own reading for information. Returns to book or
section for specific information.
- Uses reading to explore ideas and gain new knowledge
- Begins to use, with teacher assistance, a range of reference
materials to pursue interests and complete tasks, such as encyclopedia, technical text,
brochure, biography, advertisement, dictionary, letters and schedules.
|
| 3.2 Performing Tasks |
- Reads information for use in problem solving and following
directions to perform a task, directions and schedules.
- Uses library for specific purposes as well as for browsing.
|
| 3.3 Literary
Experience |
- Initiates own reading for literary experience in a variety
of forms and shows a desire to continue.
- Copes with more than one form within a text.
- Participates in Reader’s Theater using a play script
format.
|
| 3.4 Career
Applications |
- Reads to find out more about careers.
|
| 3.5 Developing
Reading Interests |
- Self-selects reading regularly for personal interests.
Reflects a growing desire to explore ideas and gain new information.
- Describes reactions to books both orally and in written
forms.
|
| EALR
#4: The student sets goals and evaluates progress to improve reading. |
| 4.1 Strengths &
Improvements |
- Uses appropriate reading strategies and can explain how
meaning was gained and/or checked.
- Identifies and shares own strengths, weaknesses, and
interests as a reader.
|
| 4.2 Seeking and
Offering Feedback |
- Accepts and suggests to others useful strategies to problem
solve while reading.
|
