Reading - Grades K-2
|
Early Reading Strategies (Grades K-2 only)
|
| |
Reading Fluency and Accuracy
|
| |
Word Identification Skills and Strategies
|
| |
Vocabulary
|
| |
Literary Texts
|
| |
|
|
Informational Texts
|
| |
Reading Strategies
|
| |
Breadth of Reading
|
| |
|
Early Reading Strategies (ERS:1) |
Focus 1 - Phonemic Awareness and Phonological Knowledge |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:ERS:K:1: Demonstrates phonemic awareness and applies phonological knowledge and skills by:
R:ERS:K:1.1: Blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at) (Local)
R:ERS:K:1.2: No GLE at this grade level
R:ERS:K:1.3: Isolating phonemes in single syllable words (e.g., “Tell me the first sound in ‘mop';” “tell me the last sound in ‘mop) (Local)
R:ERS:K:1.4: No GLE at this grade level
R:ERS:K:1.5: Recognizing pairs of rhyming words (Local) |
|
R:ERS:1:1: Demonstrates phonemic awareness and applies phonological knowledge and skills by:
R:ERS:1:1.1: Blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at) (Local)
R:ERS:1:1.2: Blending and segmenting phonemes in one syllable words (e.g., f-i-sh, r-u-n) (Local)
R:ERS:1:1.3: Isolating phonemes in single syllable words (e.g., “Tell me the first sound in ‘mop';” “Tell me the last sound in ‘mop,'” “T ell me the middle sound in ‘mop. '”) (Local)
R:ERS:1:1.4: Deleting phonemes in one-syllable words (“What is “crust” without the ‘c'?”) (Local)
R:ERS:1:1.5: Producing pairs of rhyming words (Local)
R:ERS:1:1.6: Counting syllables in 1 to 4-syllable words (Local)
|
|
R:ERS:2:1: Demonstrates phonemic awareness by:
R:ERS:2:1.1: Blending and segmenting phonemes in more complex one-syllable words (which may include combinations of blends and digraphs, as in th-i-ck, t-r-a-sh) (Local)
R:ERS:2:1.2: Blending and segmenting phonemes in one syllable words (e.g., f-i-sh, r-u-n) (Local)
R:ERS:2:1.3: Isolating phonemes in single syllable words (e.g., “Tell me the first sound in ‘mop';” “Tell me the last sound in ‘mop,'” “Tell me the middle sound in
‘mop' ”) (Local)
R:ERS:2:1.4: Deleting phonemes in one-syllable words (“What is “crust” without the ‘c'?”) (Local)
R:ERS:2:1.5: Producing pairs of rhyming words (Local)
R:ERS:2:1.6: Counting syllables in 1 to 4-syllable words (Local) |
Early Reading Strategies (ERS:2) |
Focus 2 - Concepts of Print |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by:
R:ERS:K:2.1: Distinguishing between printed letters and words (Local)
R:ERS:K:2.2: Following text with finger-pointing (e.g., charts, simple books), demonstrating left-to right and top-to bottom directionality (Local)
R:ERS:K:2.3: Identifying the first and last parts of a word (beginning/end of the word) (Local)
R:ERS:K:2.4: Identifying key parts of a book: front and back, print, illustrations (Local)
R:ERS:K:2.5: No GLE at this grade level
R:ERS:K:2.6: No GLE at this grade level
|
|
R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by:
R:ERS:1:2.1: No GLE at this grade level
R:ERS:1:2.2: No GLE at this grade level
R:ERS:1:2.3: No GLE at this grade level
R:ERS:1:2.4: Identifying title, author, illustrator (Local)
R:ERS:1:2.5: Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks ) (Local)
R:ERS:1:2.6: Demonstrating 1-1 matching of words spoken to words in print (Local)
|
|
R:ERS:2: Demonstrates understanding of concepts of print during shared or individual reading by:
R:ERS:2:2.1: No GLE at this grade level
R:ERS:2:2.2: No GLE at this grade level
R:ERS:2:2.3: No GLE at this grade level
R:ERS:2:2.4: Identifying title, author, illustrator (Local)
R:ERS:2:2.5: Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks ) (Local)
R:ERS:2:2.6: Demonstrating 1-1 matching of words spoken to words in print (Local)
|
Top
Reading Fluency and Accuracy (F&A) |
Focus 1 - Reading Fluency and Accuracy |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:F&A: Assumes a variety of text and increasing text complexity across grade levels. See Appendix D for descriptions of increasing text complexity.)
R:F&A: Reads grade-level appropriate material with:
R:F&A:K:1.1 No GLE at this grade level
R:F&A:K:1.2 No GLE at this grade level
R:F&A:K:1.3 No GLE at this grade level
|
|
R:F&A: Assumes a variety of text and increasing text complexity across grade levels. See Appendix D for descriptions of increasing text complexity.)
R:F&A: Reads grade-level appropriate material with:
R:F&A:1:1.1 Accuracy : reading material appropriate for the end of grade 1 with at least 90-94% accuracy (See Appendix F for sample titles) (Local)
R:F&A:1:1.2 Fluency : reading previously –introduced or previously read grade-appropriate text with oral fluency rates of at least 50-80 words correct per minute (Local)
R:F&A:1:1.3 Fluency: reading grade-appropriate text in a way that makes meaning clear, and demonstrates phrasing, expression, and attention to end punctuation. (Local)
|
|
R:F&A: Assumes a variety of text and increasing text complexity across grade levels. See Appendix D for descriptions of increasing text complexity.)
R:F&A: Reads grade-level appropriate material with:
R:F&A:2:1.1: Accuracy : reading material appropriate for the end of grade 2 with at least 90- 94% accuracy (See Appendix F for sample titles) (Local)
R:F&A:2:1.2: Fluency : reading grade-appropriate text with oral fluency rates of at least 80-100 words correct per minute (See Appendix C for suggested rates) (Local)
R:F&A:2:1.3: Fluency : reading grade-appropriate text in a way that makes meaning clear, demonstrating phrasing, expression, and with attention to punctuation (including commas and quotation marks ) (Local)
|
Top
Word Identification Skills and Strategies (WID) |
Focus 1 - Word Identification and Decoding Strategies |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:WID:K: Applies word identification and decoding strategies (leading to automaticity) by:
R:WID:K:1.1: Demonstrating a basic understanding of how the letters of phonetically regular words (going from left to right), represent their sounds (Local)
R:WID:K:1.2: No GLE at this grade level
R:WID:K:1.3: No GLE at this grade level
R:WID:K:1.4: Reading high frequency words, including names, environmental print, sight words (as appropriate to the child's personal and classroom experiences) (Local )
R:WID:K:1.5: Recognizing and naming all upper and lower case letters (Local )
R:WID:K:1.6: Identifying the primary sounds represented by most letters (sound-symbol correspondence) (Local ) |
|
R:WID:1: Applies word identification and decoding strategies (leading to automaticity) by:
R:WID:1:1.1: Sounding out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge (Local) EXAMPLES (regularly spelled one and two syllable words): bat, kitten, classroom
R:WID:1:1.2: Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (including common endings (s, ed, ly, ing) (Local)
R:WID:1:1.3: Reading grade-level appropriate words (in connected text ) (Local)
R:WID:1:1.4: Reading grade- appropriate, high-frequency words (that include irregularly spelled words – said; contractions – I'm) (Local )
R:WID:1:1.5: No GLE at this grade level
R:WID:1:1.6: No GLE at this grade level
|
|
R:WID:2: Applies word identification and decoding strategies by:
R:WID:2:1.1: Identifying regularly spelled multisyllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., kn ot, ca tch , fl oa t, f igh t; or common suffixes (State) EXAMPLES: Students might be asked to match words to pictures or to match words to words with similar sounds (e.g., flower and shower) EXAMPLES (multisyllabic words): happiness, shower, sunshine |
R:WID:2:1.2: Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (Local)
R:WID:2:1.3: Reading grade-level appropriate words (in connected text) with automaticity (Local)
R:WID:2:1.4: Reading grade- appropriate, high-frequency words (including irregularly spelled words) (Local )
R:WID:2:1.5: No GLE at this grade level
R:WID:2:1.6: No GLE at this grade level |
Vocabulary (V:1) |
Focus 1 - Vocabulary Strategies |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:V:1: Assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)
R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:K:1.1: Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions) (Local)
|
|
R:V:1: Assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)
R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:1:1.1: Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading) (Local)
.
|
|
R:V:1: Assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)
R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:2:1.1: Using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as “thickest,” “hopeful;” or context clues, including illustrations and diagrams; or prior knowledge) (State) |
|
Top
Vocabulary (V:2) |
Focus 2 - Breadth of Vocabulary |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:K:2.1: Identifying synonyms and antonyms (e.g., big/large; hot/ cold) to connect new words to known words (Local) EXAMPLE: What word means the same as ____?
R:V:K:2.2: Demonstrating knowledge of basic concepts (i.e., common words that describe position in space and time, such as: over, between, after, behind) (Local)
R:V:K:2.3: Organizing words by category (e.g., sorting pictures or objects into groups) (Local) |
|
R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:1:2.1: Identifying synonyms and antonyms to connect new words to known words (Local)
R:V:1:2.2: Selecting appropriate words to use in context (Local)
R:V:1:2.3: Describing words in terms of categories, (e.g., A mallard is a kind of duck.), functions (e.g., Scissors are used for cutting.), or features (e.g., A rectangle has four sides .) (Local) |
|
R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:2:2.1: Identifying synonyms or antonyms; or categorizing words (State) EXAMPLES (of categorizing): Given a T-chart with two “categories” of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes shapes or sizes; or in a multiple choice item, select the best category title for the words listed |
R:V:2:2.2: Selecting appropriate words to use in context, including words specific to the content of the text (State) EXAMPLE: In a short passage about Native American homes, students might encounter the words longhouse and igloo, and then be asked to show that they know the difference between them. |
R:V:2:2.3: Subsumed under R:V:2:2.1 |
Literary Texts (LT:1) |
Focus 1 - Initial Understanding of Literary Texts |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:LT:K:1: Demonstrate initial understanding of elements of literary texts read aloud by:
R:LT:K:1.1: Identifying characters in a story (Local)
R:LT:K:1.2: Responding to simple questions about a book's content (e.g., ”What did that hungry caterpillar eat?”) (Local) EXAMPLES (of responses): drawing, reenacting parts of a story, etc.
R:LT:K:1.3: Generating questions during read alouds (Local)
R:LT:K:1.4: No GLE at this grade level
R:LT:K:1.5: No GLE at this grade level |
|
R:LT:1:1: Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently, or in a guided manner ) by:
R:LT:1:1.1: Identifying characters or setting in a story (Local)
R:LT:1:1.2a: Responding to simple questions about a book's content (e.g., “Where did Sylvester go?”)
R:LT:1:1.2b: Retelling the beginning, middle, and end of a story (Local)
R:LT:1:1.3: Generating questions before, during, and after reading (Local)
R:LT:1:1.4: Distinguishing between literary and informational texts (Local)
R:LT:1:1.5: Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., “teeny- tiny”)(Local) EXAMPLE: In Brown Bear, Brown Bear , what words are repeated in the story? |
|
R:LT:2:1: Demonstrate initial understanding of elements of literary texts by:
R:LT:2:1.1: Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text (State) |
R:LT:2:1.2a: Sequencing key events in order, as appropriate to text (Local)
R:LT:2:1.2b: Retelling the key elements of a story (Local)
R:LT:2:1.3: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R:LT:2:1.4: Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy ) (Local )
R:LT:2:1.5: Identifying literary devices as appropriate to genre: rhyme, repeated language or dialogue (e.g., “When I was young in the mountains…” ) (Local)
|
Literary Texts (LT:2) |
Focus 2 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:LT:K:2: Analyze and interpret elements of literary texts READ ALOUD, citing evidence where appropriate by:
R:LT:K:2.1: Making predictions about what might happen next (Local)
R:LT:K:2.2: Identifying characteristics of main characters (Local)
R:LT:K:2.3: No GLE at this grade level
R:LT:K:2.4: No GLE at this grade level
R:LT:K:2.5: No GLE at this grade level
R:LT:K:2.6: No GLE at this grade level
R:LT:K:2.7: No GLE at this grade level
|
|
R:LT:1:2: Analyze and interpret elements of literary texts read aloud or read independently , citing evidence where appropriate by:
R:LT:1:2.1: Making predictions about what might happen next, and telling why the prediction was made (Local)
R:LT:1:2.2: Identifying physical characteristics, personality traits, or possible motives of main characters (Local)
R:LT:1:2.3: Making basic inferences about the text (Local) EXAMPLE: “Why did the wolf want to blow down each pig's house?”
R:LT:1:2.4: No GLE at this grade level
R:LT:1:2.5: No GLE at this grade level
R:LT:1:2.6: No GLE at this grade level
R:LT:1:2.7: No GLE at this grade level
|
|
R:LT:2:2: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R:LT:2:2.1: Making logical predictions (State) EXAMPLE: What might happen next? |
R:LT:2:2.2: Identifying relevant physical characteristics or personality traits of main characters (State) |
R:LT:2:2.3: Making basic inferences about problem or solution (State) EXAMPLES: “What helped Luke to solve his problem in the story?” “What was Jane's problem?” |
R:LT:2:2.4: No GLE at this grade level
R:LT:2:2.5: Identifying the author's basic message (Local)
R:LT:2:2.6: Identifying possible motives of main characters (Local) EXAMPLE: “Why did the wolf want to blow the house down?”
R:LT:2:2.7: Recognizing explicitly stated causes or effects (Local)
|
Top
Literary Texts (LT:3) |
Focus 3 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:K:3.1: No GLE at this grade level |
|
R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:1:3.1: No GLE at this grade level |
|
R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:2:3.1: No GLE at this grade level |
Top
Literary Texts (LT:4) |
Focus 4 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:LT:K:4: Generates a personal response to what is read aloud through a variety of means by:
R:LT:K:4.1: Comparing stories or other texts to personal experience, prior knowledge, which might include other texts (Local)
R:LT:K:4.2: No GLE at this grade level |
|
R:LT:1:4: Generates a personal response to what is read aloud or read independently through a variety of means by:
R:LT:1:4.1: Comparing stories or other texts to personal experience, prior knowledge or to other texts (Local)
R:LT:1:4.2: No GLE at this grade level |
|
R:LT:2:4: Generates a personal response to what is read aloud or read independently through a variety of means by:
R:LT:2:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other texts (Local)
R:LT:2:4.2: No GLE at this grade level |
Top
Informational Texts (IT:1) |
Focus 1: Initial Understanding of Informational Texts |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:IT:K:1: Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by:
R:IT:K:1.1: Obtaining information, using text features (e.g., title and illustrations) (Local) EXAMPLE: “From the picture on the cover, what do we think this book will tell us?”
R:IT:K:1.2: Using explicitly stated information to answer questions (Local) EXAMPLE: “So, what did we learn about what owls eat?”
R:IT:K:1.3: No GLE at this grade level
R:IT:K:1.4: Generating questions during read alouds (Local)
R:IT:K:1.5: No GLE at this grade level |
|
R:IT:1:1: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R:IT:1:1.1: Obtaining information, using text features (e.g., title and illustration) (Local) EXAMPLE: “From the title, what do we think this book will tell us?”
R:IT:1:1.2: Using explicitly stated information to answer questions (Local) EXAMPLE: “Where do penguins live?”
R:IT:1:1.3: No GLE at this grade level
R:IT:1:1.4: Generating questions before, during, and after reading (Local)
R:IT:1:1.5: Distinguishing between literary and informational texts (Local)
|
|
R:IT:2:1: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R:IT:2:1.1: Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) (State) EXAMPLE: “On what page would you find information about snakes?” |
R:IT:2:1.2: Using explicitly stated information to answer questions (State) EXAMPLE: “According to this report, what do dolphins eat?” |
R:IT:2:1.3: Locating and recording information to show understanding, when given an organizational format (e.g., T-chart or Venn diagram) (Local)
R:IT:2:1.4: Generating questions before, during, and after reading to enhance recall , expand understanding and/or gain new information (Local)
R:IT:2:1.5: Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children's magazines, content trade books, children's newspapers; and practical/ functional/ texts: procedures/instructions, announcements, book orders, invitations ) (Local) |
Top
Informational Texts (IT:2) |
Focus 2: Analysis and Interpretation of Informational Texts/Citing Evidence |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:IT:K:2: Analyze and interpret informational text read-aloud,, citing evidence as appropriate by:
R:IT:K:2.1: Telling what was learned (Local) EXAMPLE: “Draw a picture of something you've learned from this story about dogs.”
R:IT:K:2.2: No GLE at this grade level
R:IT:K:2.3: Making basic inferences (Local) EXAMPLE: “From what we just read, what kinds of foods will help you stay healthy?”
R:IT:K:2.4: No GLE at this grade level
R:IT:K:2.5: is addressed in R:IT:K:2.3 (Local) |
|
R:IT:1:2: Analyze and interpret informational text read aloud or independently , citing evidence as appropriate by:
R:IT:1:2.1: Telling what was learned (Local) EXAMPLE: “What do penguins eat? Show me where you found that information?”
R:IT:1:2.2: Identifying the topic of the text or explaining the title (Local) EXAMPLE: “What is this about?”
R:IT:1:2.3: Making basic inferences or drawing basic conclusions (Local) EXAMPLE: “From what we just read, why do you think firefighters wear special uniforms?” Explain your reasons.
R:IT:1:2.4: Identifying facts presented in text (Local)
R:IT:1:2.5: is addressed in R:IT:1:2.3 (Local) |
|
R:IT:2:2: Analyze and interpret informational text, citing evidence as appropriate by:
R:IT:2:2.1: Connecting information within a text (State) EXAMPLE: Combining or comparing facts and details presented – “What food is eaten by both kinds of fish?” |
R:IT:2:2.2: Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas ) (State) |
R:IT:2:2.3: Making basic inferences or drawing basic conclusions (State) EXAMPLE: “Based on this report, do turtles make good pets?” |
R:IT:2:2.4: Identifying facts presented in text (Local)
R:IT:2:2.5: Making inferences about causes or effects, when signal words are present (State) EXAMPLE: “The sun came out. Then the puddle dried up. What made the puddle dry up?” |
|
Top
Reading Strategies (RS:1) |
Focus 1: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:RS:K:1: Demonstrates ability to monitor comprehension and strategy use for different types of texts …
R:RS:K:1.1: Noticing when simple sentences fail to make sense (while listening to a read aloud or reading a simple text) (Local)
R:RS:K:1.2: Using pictures, syntax or repetitive language patterns to help predict upcoming words (Local) |
|
R:RS:1:1: Demonstrates ability to monitor comprehension and strategy use for different types of texts …
R:RS:1:1.1: Monitoring own reading for meaning and self-correcting when attempt to identify or predict words does not fit with cues provided by the print or the context (e.g., syntax/ language structure, semantics/ meaning, picture) (Local)
R:RS:1:1.2: Subsumed in R:RS:1:1.1 |
|
R:RS:2:1: Demonstrates ability to monitor comprehension for different types of texts and purposes by…
R:RS:2:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues [e.g., pictures], etc.) (Local)
R:RS:1:1.2: Subsumed in R:RS:2:1.1
|
Reading Strategies (RS:2) |
Focus 2: Reading Comprehension Strategies |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:RS:2: Assume increasing text complexity across grade levels. See Appendix F or descriptions of increasing text complexity.)
R:RS:K:2.1: Using strategies while listening to literary or informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making simple text-bases inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world. (See also Appendix D)
|
|
R:RS:2: Assume increasing text complexity across grade levels. See Appendix F or descriptions of increasing text complexity.)
R:RS:1:2.1: Using strategies while reading or listening to literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making simple text- based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world. (See also Appendix D)
|
|
R:RS:2: Assume increasing text complexity across grade levels. See Appendix F or descriptions of increasing text complexity.)
R:RS:2:2.1: Using strategies while reading or listening to literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making text- based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g. headings, parts of the book) (See also Appendix D)
|
Breadth of Reading (BR:1) |
Focus 1: Reading Extensively |
Grade K |
|
Grade 1 |
|
Grade 2 |
R:B:K:1.1: No GLE at this grade level
R:B:K:1.2: No GLE at this grade level
R:B:K:1.3: No GLE at this grade level
|
|
R:B:1:1.1: Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R:B:1:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local) (See Appendix A)
R:B:1:1.3: No GLE at this grade level |
|
R:B:2:1.1: Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R:B:2:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local ) (See Appendix A)
R:B:2:1.3: No GLE at this grade level
|
Breadth of Reading (BR:2) |
Focus 2: Participating in Literate Community
|
Grade K |
|
Grade 1 |
|
Grade 2 |
R:B:2: Demonstrates participation in a literate community by…
R:B:K:2.1: Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:K:2.2: Participating in discussions about text, ideas, and student “writing” by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)
|
|
R:B:2: Demonstrates participation in a literate community by…
R:B:1:2.1: Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:1:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)
|
|
R:B:2: Demonstrates participation in a literate community by…
R:B:2:2.1: Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:2:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) |
|
|
Breadth of Reading (BR:2) |
Focus 3: Reading for Research Across Content Areas
*Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts.
|
Grade K |
|
Grade 1 |
|
Grade 2 |
R:B:3: Research* by reading multiple sources (including print and non-print texts) to report information by…
R:B:K:3.1: No GLE at this grade level
R:B:K:3.2: No GLE at this grade level
R:B:K:3.3: No GLE at this grade level
R:B:K:3.4: No GLE at this grade level |
|
R:B:3: Research* by reading multiple sources (including print and non-print texts) to report information by…
R:B:1:3.1: No GLE at this grade level
R:B:1:3.2: No GLE at this grade level
R:B:1:3.3: No GLE at this grade level
R:B:1:3.4: No GLE at this grade level
|
|
R:B:3: Research* by reading multiple sources (including print and non-print texts) to report information by…
R:B:2:3.1: No GLE at this grade level
R:B:2:3.2: No GLE at this grade level
R:B:2:3.3: No GLE at this grade level
R:B:2:3.4: No GLE at this grade level |
|
|