| EALR
#1: The student understands and uses different skills and strategies to read. |
| 1.1 Word Recognition and Word
Meaning |
- Uses dictionary pronunciation key including syllable accents and
schwa sound to assist or confirm difficult vocabulary.
- Identifies basic sentence structures as a support to reading:
subject, predicate, phrases, past/present/future tense.
- Identifies basic sentence types as a support in determining reading:
- statement (declarative)
- command (imperative)
- question (interrogative)
- exclamation (exclamatory)
- Uses conjunctions to gain the meaning from complex sentences in their
texts.
- yet
- whether
- since
- unless
- until
- while
- although
- Uses meanings of more affixes and roots efficiently to increase
vocabulary
- Identifies and discusses reading strategies including working out
unknown words, self-correcting, and re-reading when necessary to comprehend.
|
| 1.2 Vocabulary |
- Has a vocabulary of about 5,000-6,000 words easily recognized in
context while reading.
- Begins to use denotation and connotation in determining and building
vocabulary meanings in different contexts.
- Expands vocabulary acquisition strategies to include the recognition
of relationships between words and the construction of word meaning, i.e., semantic
mapping, analogies, feature analysis.
- Expands use of word parts and context clues to infer meaning.
- Builds knowledge of common root words, prefixes, and suffixes to
increase vocabulary.
- Applies vocabulary acquisition strategies like associating pictures,
physical sensations, synonyms, antonyms, and using new words in writing.
- Uses dictionary and thesaurus to check and add to vocabulary
development including common roots.
|
| 1.3 Fluency |
- Orally adjusts pace and intonation to reflect their dramatic
interpretation of the text.
- Uses skimming as a research tool.
- Considers audience and author’s probable intended message when
reading orally.
|
| 1.4 Literary Elements |
- Begins to identify literacy techniques: personification and irony.
- Analyzes literary elements (plot, characters, setting, theme, point
of view, conflict, resolution).
- Identifies text features: parentheses, asterisk, italics.
- Selects and interprets information from visual and electronic texts
to accomplish identified research purposes.
- Interprets simile, metaphor, alliteration, and imagery to derive
meaning.
|
| 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 persuasive.
- 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 |
- Applies main idea and summarizing with a wide variety
of texts.
- Consistently uses prior knowledge and previous
experience to understand important ideas and details in the text.
- Outlines and takes notes from reading material.
- Makes, confirms, or revises predictions and inferences
based on reading the text.
|
| 2.2 Expanding Meaning |
- Applies thinking skills at independent and
instructional levels:
- Cause and Effect
- Analysis
- Detecting Bias
- Synthesis
- Evaluation
- Point of View
- Begins to translate literature from one form or genre
to another.
- Begins to use historical allusion to expand meaning.
- Previews efficiently 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 skill prompts and extension
questions using in-depth discussion, writing, and/or graphic organizers.
- Compares, contrasts, and makes connections within and
among several texts.
- Asks and discusses literal and interpretative
questions.
|
| 2.3 Literary Criticism |
- Begins to view text from different perspectives
including different cultures.
- Identifies persuasive elements in fiction and
nonfiction material, including bias.
- Begins to critically analyze author’s use of
language, style, purpose and perspective using given or self-generated criteria.
- Begins to consider, evaluate, and discuss the
reliability and validity of information gained from various sources.
- Identifies theme or message and begins to evaluate how
effectively the text communicate this message.
- Evaluates the effectiveness of the author’s use
of literary devices: simile, metaphor, imagery, personification, 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,
- Uses multiple references including technology to
gather information about a topic.
- Reads a full 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, manuals, reports, etc.
|
| 3.3 Literary Experience |
- Identifies recurring themes in literature such as
relationships and challenges.
- Reads and responds to a wide variety of literary genre
including short stories, novels, and essays, poetry, biographies, and plays.
|
| 3.4 Career Applications |
- Identifies and uses documents from different career
setting like blueprints, graphs, tables, and policies
- Reads to gain career information..
|
| 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 |
- Works with others to identify reading needs and
activities related to those needs.
- Evaluates reading skills such as fluency,
comprehension, and text choice for self and others.
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