| EALR
#1: The student understands and uses different skills and strategies to read. |
| 1.1Word Recognition and Word Meaning |
- Selects and integrates most of
the basic decoding strategies and can explain how meaning was gained and/or checked.
- Locates nouns, verbs, adjectives, adverbs, and
connecting words.
- Understands some distinctions within word classes such
as common nouns, proper nouns, and pronouns.
- Focus is primarily on meaning, with reference to text
when meaning is lost.
- Easily manages complex sentences.
- Begins to use pronunciation key to check or aid
decoding.
- Identifies and discusses reading strategies including
working out unknown words, self-correcting, and re-reading to comprehend.
- Uses meaning, context, and pictures to comprehend.
|
| 1.2 Vocabulary |
- Recognizes 2,000 words immediately.
- Uses dictionary and glossary to check spelling
and meaning.
- Begins use of thesaurus to locate antonyms and
synonyms and expand vocabulary meanings.
- Generates meaningful alternatives for nouns,
verbs, adjectives, and adverbs.
- Understands multi-meaning words and uses
dictionary to confirm and expand multi-meanings.
- Uses meanings of prefixes, suffixes, and roots
to expand vocabulary and increase comprehension.
- prefixes: tele, therm, photo
- suffixes: scope, port, graph
- roots
- Understands how words can be modified to
form another function such as adjectives to adverbs (slowèslowly).
- Uses context clues to infer vocabulary
meanings.
- Remembers new vocabulary by applying strategies
like creating pictures, physical sensations, synonyms/antonyms, and using the new words in
sentences.
|
| 1.3 Fluency |
- Adjusts reading speed depending on the purpose.
- Slows pace when meaning is lost. Rereads as
needed.
- Skims text to locate specific information with
guidance.
- Reads orally with increased understanding of
phrasing, punctuation, content, form, and author’s style.
- Sustains silent reading and pursues reading
tasks for longer periods.
|
| 1.4 Literary Elements |
- Experiences different genres.
- Identifies elements in the text and in the
illustrations that develop characterization, mood, and influence the presentation of the
conflict and the resolution of the plot.
- Uses appropriate terms including title,
heading, paragraph, verse, when referencing text.
- Revisits and analyzes text and illustrations
for specific purpose, including identifying literacy elements and devices, rhyme,
alliteration, exaggeration.
- Identifies the literary elements of character,
setting, plot (problem, events, solution), point of view and theme. Understands
sentence structure, paragraphs, and chapters.
|
| 1.5 Non-Fiction |
- Uses text organization features during
previewing, skimming, and reading nonfiction: title, heading, index, caption, table of
contents, paragraph.
- Uses index, table of contents, catalogues,
files, numbering, and alphabetical organization to locate and reference material, both in
text and on computer software.
- Identifies and explains differences in purpose
and basic structure of several kinds of text including procedural, narrative, report,
letter, descriptive, expository, journal, and poetry.
- Manages a wider range of features in a text or
more than one form within a text.
- Recognizes organizational features of
electronic information such as "pull-down menus", "key word searches",
"icons", etc.
|
| EALR #2: The student
understands the meaning of what is read. |
| 2.1 Comprehending Important Ideas and
Details |
- Consistently uses prior knowledge and previous
experience to understand ideas and details in what is read.
- Identifies main idea and supporting details.
- Uses illustrative material when summarizing or
referencing non-fiction.
- Identifies and uses main idea, supporting
details, plot, main and secondary or lesser characters, mood and text structure when
retelling or summarizing fiction.
- Makes, confirms, and revises predictions and
inferences based on reading the text.
- Begins to outline and take notes from reading
material.
- Summarizes in own words.
|
| 2.2 Expanding Meaning |
- Gathers and synthesizes information from longer
texts and from a variety of sources. Compares, contrasts, and makes connections within and
among several texts.
- Uses charts and tables to read and explain
information comparing, recording, summarizing and reorganizing ideas and facts for textual
and/or illustrative materials.
- Asks and answers interpretive questions focused
on previously introduced thinking skills.
- Responds to thinking skill prompts and
extension questions using in-depth discussion, writing, and/or graphic organizers.
- Uses logical sequence and inference to
accurately retell stories; order and or sequence parts of a fiction text.
- Understands how illustrations and graphics,
including diagrams, graphs, photographs, line drawings, and art, influence reading and the
ideas or information gained.
- Compares elements of two or more texts in the
same form or by the same author or on a similar theme.
- Uses thinking skills at independent and
instructional reading level:
- Finding Evidence
- Summarizing
- Problem Solving
- Main Idea
- Fact and Opinion
- Inference
- Predicting
- Previews using such text features as cover
information blurbs, introductions, table of contents, chapter subheadings,
acknowledgements, glossary and index.
|
| 2.3 Literary Criticism |
- Considers how different illustrative or text
forms present a different view or emphasis to the same content or theme.
- Identifies an author’s underlying purpose,
message, or point of view.
- Justifies stance on own response to text or
reasons for a character’s actions through story evidence and logical meaning.
- Responds, whether positively or negatively, to
a variety of printed material in a socially appropriate manner.
- Evaluates author’s use of fact and
opinion.
- Shares personal responses from reading with
evidence and elaboration
|
| EALR #3: The student reads different materials for a variety of
purposes. |
| 3.1 Information |
- Reads a variety of documents to gain information to
fill technical and personal needs.
- Uses technology resources to gain new information
(software, internet, etc.)
|
| 3.2 Performing Tasks |
- Reads a variety of
formats such as schedules, instructions, manuals, brochures, advertisements, directories
in order to perform tasks and solve problems.
|
| 3.3 Literary Experience |
- Reads a variety of literature representing
different cultures, perspectives, and issues.
- Understands different views of family,
friendship, culture, and tradition found in literature.
- Reads, responds, and appreciates a variety of
literature including novels, poetry, stories, myths, and plays.
|
| 3.4 Career Applications |
- Identifies and
uses documents needed for particular tasks, jobs, or careers like memos, directories, and
schedules.
|
| 3.5 Developing Reading
Interests |
- Gives specific, text-related reasons for
recommending books when sharing.
- Takes initiative to develop reading interests
during a regular time to self-select and respond to books.
|
| EALR #4: The student sets goals and evaluates progress to improve
reading. |
| 4.1 Assessing Strengths and Needs for
Improvement |
- Uses appropriate reading strategies and can explain
how meaning was gained and/or checked.
- Identifies own strengths and weaknesses as a
reader.
- Sets a reading goal and begins to monitor
progress toward that goal.
|
| 4.2 Seeking and Offering Feedback |
- Develops and applies criteria for successful readers
to help self and others improve reading skills in specific areas.
- Questions others about their reaction to a book,
either oral or written.
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