| EALR
#1: The student understands and uses different skills and strategies to read. |
| 1.1 Word Recognition & Word
Meaning |
- Applies phonetic and word structure principles to read including
common letter sound 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.
- Readily uses a variety of strategies to comprehend words and ideas in
complex texts 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.
- Synthesizes information when reading from a variety of sources.
- Identifies technical and specialized terms and determines meaning of
multiple meaning words.
- Uses dictionary to determine correct pronunciations and meanings of
words.
|
| 1.2 Vocabulary |
- Examines and increases vocabularies relevant to different
contexts, cultures, and communities.
|
| 1.3 Fluency |
- Reads fluently focusing on text details when necessary to maintain
meaning.
- Reads at different speeds, using scanning and/or careful reading as
appropriate.
|
| 1.4 Literary Elements |
- Identifies literary devices (exaggeration, irony, humor, dialogue,
devices that develop characterization, tension, and mood).
- Understands sentence structure, paragraphs, and chapters.
- Analyzes literary elements (plot, characters, setting, theme, point
of view, conflict, resolution)
|
| 1.5 Non-Fiction |
- Reads, analyzes, and uses informational materials to demonstrate
understanding and expertise; analyzes the validity of electronic information.
- Uses complex organizational features of printed text (titles,
headings, table of contents, indexes, glossaries, prefaces, appendices, captions,
citations, endnotes, etc.).
- Uses features of electronic information (electronic bulletin boards
and databases, e-mail, etc.).
|
| EALR #2: The
student understands the meaning of what is read. |
| 2.2 Comprehending Important Ideas and
Details |
- Demonstrates comprehension of varied texts especially technical
materials, complex narratives, and exposition.
- Summarizes the main idea and supporting facts and details with
evidence from reading.
- Uses prior knowledge of issues, characters, events, and information
to examine texts and extend understanding.
- Synthesizes ideas from selections to make predictions and inferences
about various texts.
|
| 2.2 Expanding Meaning |
- Critically compares, contrasts, and connects ideas within and among a
broad range of texts.
- Uses logical sequence to accurately retell stories; order and/or
sequence parts of text.
- Applies complex thinking skills to derive meaning.
- Responds to thinking skills prompts and extension questions using
in-depth discussion, writing, and/or graphic organizers.
- Applies previewing strategies including question generating and
inferring from text features and illustrations.
- Interprets literary allusion.
- Interprets symbolism.
|
| 2.3 Literary Criticism |
- Draws conclusions based on the validity and accuracy of what is read.
- Explains how an author uses language to influence different
audiences.
- Analyzes and evaluates authors’ effectiveness for different
audiences.
- Detects bias, stereotype, over generalization, association, and other
devices used by the author to influence an audience.
- Applies information gained from reading to give a response and
express insight with evidence and elaboration.
- Analyzes, interprets, and evaluates ideas and concepts within, among,
and beyond multiple texts.
- Analyzes, interprets, and evaluates reasoning and ideas related to
multiple texts 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.
- Organizes information from resource materials and communicates
findings effectively.
- Locates, analyzes, and interprets material to investigate a question,
topic, or issue (encyclopedia and other reference materials, pamphlets, book excerpts,
newspaper and magazine articles, letters to an editor, etc.).
- Reads, analyzes, and interprets 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 |
- Understands and follows complex information to perform tasks
for a specific audience (schedules, maps, recipes, instructions, newspaper want ads,
consumer reports, travel books, first aid or other manuals, catalogs, yellow pages, credit
card or job applications, legal documents, 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
narrative, plays).
- Reads critically to analyze, compare and contrast works of various
authors and to understand multiple perspectives and issues of self, others, and world
issues.
- Analyzes recurring themes in literature such as human interaction,
identify, conflict and struggle, and economic change.
|
| 3.4 Career Applications |
- Identifies particular reading skills required for occupational/career
areas of interest.
- Uses appropriate reading strategies for interpreting technical and
non-technical documents from different career settings such as scanning, finding specific
information, and inferring from data.
|
| 3.5 Developing Reading Interests |
- Shares knowledge gained through reading 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 |
- Solves problems, monitors progress, and directs own reading.
- Sets goals and takes individual responsibility to form a plan for
improvement.
|
| 4.2 Seeking and Offering Feedback |
- Applies academic and technical standards to evaluate and
improve reading for self and others.
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