| EALR #1: The student understands and uses different skills and strategies
to read. |
| 1.1 Word Recognition and
Word Meaning |
- In addition to the use of syllables, affixes, and letter sound
patterns, uses the pronunciation key in dictionary to assist or confirm with difficult
vocabulary.
- Identifies and discusses reading strategies including working out
unknown words, self-correcting, and re-reading when necessary to comprehend.
- Describes strategies used to identify and/or gain meaning from
specialized content vocabulary, idioms, or unfamiliar words.
- Identifies basic sentence structure as a support to reading.
- Subject
- Predicate
- Phrases
- Past/present/future - i.e. tense
|
| 1.2 Vocabulary |
- Recognizes a vocabulary of about 4,000 words in context
while reading.
- Uses context clues to determine word meanings.
- Remembers new vocabulary by applying strategies like
creating pictures, physical sensations, synonyms/antonyms, and using the new words in
sentences.
- Uses meanings of some affixes and roots to increase
vocabulary.
- Uses dictionary and thesaurus to check and add to vocabulary
development, including common roots.
- With guidance, uses semantic feature analysis to refine
distinctions among similar words related to an abstract concept.
|
| 1.3 Fluency |
- Identifies the different purposes authors have for writing
and the influence on a reader’s pace or response.
- Considers audience and author’s probable intended
message when reading orally.
- Skims text independently.
|
| 1.4 Literary Elements |
- Describes literary elements of character, setting, plot
(conflict and resolution), point of view, and theme.
- Identifies importance of setting on the characters, actions,
and mood of the story.
- Shows awareness of techniques authors use to create, link,
and contrast characters, events, moods, ideas, and information.
- Identifies and uses simile and metaphor.
|
| 1.5 Non-Fiction |
- Uses text organization features during previewing, skimming
and reading nonfiction: title, heading, index, caption, table of contents, paragraph,
glossary, acknowledgements, bibliography.
- Uses correct terminology when describing book or text
features introduced thus far.
- Shows awareness that layout, graphics, title, book shape and
size can affect the pace of and interest in reading.
- Uses appendix, copyright, bibliography, preface,
introductions, prologue, and epilogue to develop understanding.
- Identifies and explains differences in purpose and basic
structure of several kinds of text including procedural narrative, report, letter,
descriptive expository, journal, and poetry.
- Uses organizational features of electronic information
(CD-Rom, internet, 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 the main ideas and support facts and details.
- Transitions from one text or part of a text to another without losing
the important ideas and details of each part.
- Summarizes ideas from multiple sources.
- Outlines and takes notes from reading material.
- Makes, confirms, or revises predictions based on reading the text.
|
| 2.2 Expanding Meaning |
- Summarizes information from tables, graphs, and maps and can describe
these findings in another format.
- Asks and discusses both literal and interpretive questions (all
previously introduced thinking skills).
- Applies thinking skills at independent and instructional levels:
- Point of View
- Analysis
- Evaluation
- Decision Making
- Identifies themes in literature.
-
Begins to select, infer, interpret, synthesize information from more
than one source and describes the process used to do this. For example, using several
texts to write a research report.
- Previews with increasing efficiency, using such text features as
cover information, illustrations, table of contents, acknowledgements, introductions,
blurbs, headings and sub headings, references, glossary and index.
- Responds to thinking skills prompts and extension questions using
in-depth discussion, writing and/or graphic organizers.
- Compares, contrasts, and makes connections within and among several
texts.
|
| 2.3 Literary
Criticism |
-
Compares the effectiveness of different media in
presenting the same piece of literature. For example: read book, watch movie, see play.
- Identifies authors intention or purpose for writing, relates
to own ideas and beliefs and begins to recognize how this influences reading and response.
- Identifies the author’s intended audience and some ways
the author appeals to that audience.
- Evaluates the effectiveness of the authors’ use of
literary devices: simile, metaphor, alliteration, exaggeration.
- Shares personal opinions with evidence and elaboration.
|
| EALR
#3: The student reads different materials for a variety of purposes. |
| 3.1 Information |
- Uses search engines to gather information from the Internet.
- Interprets more complex charts, graphs and tables.
- Uses multiple references including technology to gather
information about a topic.
- Reads a range of texts fluently.
|
| 3.2 Performing Tasks |
- Seeks materials beyond the classroom to pursue an interest
or complete a task.
- Attends to details of instructions and returns to these as
needed during the task.
- Reads a wide variety of informational materials like maps,
schedules, recipes, etc.
|
| 3.3 Literary
Experience |
- Enters imaginatively into another time, place, or role when
absorbed in a text.
- Identifies recurring themes in literature like challenges,
conflict and change.
- Reads and responds to a wide variety of literary genre
including short stories, novels, plays, poetry, essays, and biographies.
|
| 3.4 Career
Applications |
- Reads to gain career information.
- Identifies and uses documents for particular tasks, jobs, or
careers like memos, directories, and schedules.
|
| 3.5 Developing
Reading Interests |
-
Has regular opportunities for selecting and reading
independently for enjoyment and information in a range of texts.
- Takes responsibility for recommending books to others and
sharing opinions.
|
| EALR
#4: The student sets goals and evaluates progress to improve reading. |
| 4.1 Assessing Strengths
and Needs for Improvement |
- Discusses expectations, challenges, and purposes in reading.
- Sets reading goals, initiates reading activities, and
monitors progress toward those goals.
|
| 4.2 Seeking
and Offering Feedback |
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