| EALR
#1: The student understands and uses different skills and strategies to read. |
| 1.1 Word Recognition and Word Meaning |
- Applies phonetic principles to read including common letter sound and
word structure patterns, syllables, prefixes, suffixes, contractions and abbreviations to
make sense of whole words.
- Uses context clues derived from knowledge of sentence structure to
understand reading materials.
- Integrates appropriate reading strategies to adapt reading to
different types of text.
- Uses a variety of reading strategies to comprehend words and ideas
including self-correcting, re-reading, reading-on, and slowing down.
- Understands and applies reading strategies including word origins,
word roots, prefixes, suffixes; making predictions; and verifying and revising
understanding while reading.
- Analyzes text for a specific purpose.
- Interprets general and specialized vocabulary critical to the meaning
of the text.
- Uses dictionary to determine correct pronunciations and meaning of
words.
|
| 1.2 Vocabulary |
- Constructs general and specialized vocabularies through reading and
specific fields of academic study such as science, social studies, mathematics, and the
arts.
- Continues to build vocabulary through the use of strategies:
- context clues
- word parts
- synonyms/antonyms
- semantic mapping
- analogies
- Builds knowledge of common prefixes, suffixes and roots.
- Uses denotation and connotation to determine and build vocabulary
meaning in different contexts.
- Uses various references to check and build vocabulary.
|
| 1.3 Fluency |
- Reads both orally and silently with ease.
- Adjusts reading pace to accommodate the form, style, and difficulty
of material and purpose of reading; sample text rather than focusing on every detail.
- Uses skimming as a research tool.
|
| 1.4 Literary Elements |
- Identifies and interprets literary devices (figurative language
including simile, metaphor, alliteration, personification and imagery; exaggeration;
irony; humor; dialogue) to derive meaning.
- Understands sentence structure, paragraphs, and chapters.
- Analyzes literary elements (plot, characters, setting, theme, point
of view, conflict, resolution).
|
| 1.5 Non-Fiction |
- Locates specific information to pursue an interest or complete a
project; analyze the validity of electronic information.
- Uses organizational features of printed text (titles, headings, table
of contents, indexes, glossaries, prefaces, appendices, captions, etc.).
- Uses organization features of electronic information (microfiche
headings and numberings, CD-ROM, internet, etc.).
- Identifies and explains differences in purpose and basic structure of
several kinds of text including procedural, narrative, report, letter, descriptive,
persuasive, expository, and journals.
|
| EALR #2: The student
understands the meaning of what is read. |
| 2.1 Comprehending Important Ideas and
Details |
- Demonstrates comprehension of complex texts including fiction,
non-fiction, information, and task-oriented texts.
- Readily identifies and comprehends the main idea and support facts
and details;
- Makes, confirms, or revises predictions and inferences based on the
reading text.
- summarizes ideas in own words.
- Links characters, events, and information to prior knowledge,
previous experience, and current issues to increase understanding.
|
| 2.2 Expanding Meaning |
- Compares, contrasts, and makes connections within and among several
texts.
- Uses logical sequence to accurately retell stories; order and/or
sequence parts of text.
- Previews using text features such as illustrations, table of
contents, headings and subheadings, blurbs, glossary, and index.
- Interprets literary allusions.
- Interprets symbols in literature.
- Applies complex thinking skills to derive meaning:
- Inference
- Finding Evidence
- Analysis - Character
- Problem Solving – Conflict
- Inference
- Main Idea –Theme
- Summarizing and Sequencing – Plot
- Responds to thinking skills prompts and extension questions using
in-depth discussion, writing, and/or graphic organizers.
- Asks and responds to literal and interpretive questions.
|
| 2.3 Literary Criticism |
- Evaluates the validity of what is read including detecting bias and
judging the credibility of sources.
- Recognizes that authors make language choices to influence an
audience.
- Evaluates an author’s effectiveness for a chosen audience
considering style, purpose, and perspective.
- Recognizes the author’s point of view, tone, and use of
persuasive devices.
- Applies information gained from reading to give a response and
express insight with evidence and elaboration.
- Makes generalizations beyond the text to other texts, ideas, or
situations.
- Identifies theme and evaluates how effectively the text communicates
this message.
- Shares personal opinions with evidence and elaboration.
|
| EALR #3: The
student reads different materials for a variety of purposes. |
| 3.1 Information |
- Observes and uses signs, labels, and instructions.
- Evaluates the appropriateness of a variety of resource materials for
a specific task.
- Understands and uses materials to investigate a topic (reference
materials, encyclopedia, manuals, public documents, newspaper and magazine articles, trade
publications, etc.).
- Reads and comprehends a full range of texts fluently (instructions,
news articles, poetry, novels, short stories, professional-level materials that match
career or academic interests, electronic information, etc.).
|
| 3.2 Performing Tasks |
- Reads and understands information to perform a specific task
(schedules, maps, recipes, instructions, newspaper want ads, consumer reports, travel
books, first aid manuals, catalogs, yellow pages, etc.).
|
| 3.3 Literary Experience |
- Reads, responds to, and evaluates a variety of traditional and
contemporary literature (poetry, essays, short stories, novels, biographies, non-fiction
narratives, plays).
- Reads, discusses, and uses literature to understand a variety of
perspectives of self, others, and world issues.
- Identifies recurring themes in literature such as identity, conflict
and struggle, and social economic change.
|
| 3.4 Career Applications |
- Identifies particular documents one might be required to read for
occupational/career areas of interest.
- Locates and interprets technical and non-technical documents from
different career settings such as blueprints, graphs, tables, and policies.
|
| 3.5 Developing Reading Interests |
- Expresses reasons for recommending books to others; shares reading
experiences with others.
- Has regular opportunities for selecting and reading independently for
enjoyment and information in a range of texts.
|
| EALR #4: The student sets goals and evaluates progress to improve
reading. |
| 4.1 Assessing Strengths and Needs for
Improvement |
- Uses a variety of strategies to monitor reading progress and to
overcome difficulties including question generating.
- Sets reading goals and develops strategies to meet goals and monitor
progress.
|
| 4.2 Seeking and Offering Feedback |
- Develops
shared standards and evaluates reading skills such as fluency, comprehension, and text
choice for self and others.
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