COUNCIL ROCK ACADEMIC STANDARDS FOR READING/ENGLISH/LANGUAGE ARTS
STANDARD 1: READING
1.1 Learn to Read Independently / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.1.A Use Before Reading Strategies to Make Meaning of Text:
A1. Purpose and Type of Text
A2. Text Structure / A1. Identify the purposes and types of texts (e.g., literature, information)
A2. Preview text formats (e.g., title, headings, chapters, table of contents) / A1. Establish the purpose for reading a type of text (literature, information)
A2. Select texts for a particular pur-pose using the format of the text as a guide / A1. Locate appropriate texts (litera-ture, information, documents) for an assigned purpose
A2. Identify and use common or-ganizational structures and graphic features to compre-hend information / A1. Locate various texts, media and traditional resources for as-signed / independent projects
A2. Analyze the structure of informational materials explaining how authors used these to achieve their purposes
1.1.B Use During Reading Strategies to Make Meaning of Text:
B1. Knowledge of Word Skills
B2. Self-Monitoring Skills
B3. Reading Vocabulary
/ B1. Use knowledge of phonics, word analysis (e.g., root words, pre-fixes and suffixes), syllabication, picture, context clues to decode and understand new wordsB2. Read text using self-monitoring comprehension strategies (e.g., predicting and revising predictions, making meaningful connections and associations to back-ground knowledge, rereading, using headings, graphics and charts, organization of text and adjusting reading rate)
B3. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, syno-nyms, and categories of words). Use dictionary when appropriate / B1. Use knowledge of phonics, syl-labication, prefixes, suffixes, the dictionary or context clues to decode and understand new words and to use these words accurately in speaking and writing
B2. Identify the basic facts and ideas using strategies such as prior knowledge, illustrations and headings, and information from other sources to make predictions about text. Use self-monitoring comprehension strategies ( See B2, grade 3)
B3. Acquire a reading vocabulary by correctly identifying and using words related as synonyms, homophones and homographs and words related through roots, prefixes and suffixes. Use a dictionary or related reference / B1. Use knowledge of root words as well as context clues and glossaries to understand specialized vocabulary in content areas and to use these words accurately in speaking and writing
B2. Identify basic facts and ideas in text using strategies such as recalling genre characteristics, setting a purpose for reading or generating essential questions as aids to comprehension and clarifying understanding through rereading and discussion
B3. Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference. / B1. Use knowledge of root words and words from literary works to recognize and understand the meaning of new words and to use these words accurately in speaking and writing
B2. Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts
B3. Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.
STANDARD 1: READING
1.1 Learn to Read Independently / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.1.B Use During Reading Strategies to Make Meaning of Text (continued):
B4. Vocabulary Across
Subject Areas / B4. Understand the meaning of and use correctly new vocabulary in various subject areas / B4. Identify and understand the meaning of and use correctly key vocabulary from various subject areas / B4. Understand the meaning of and apply key vocabulary across the various subject areas / B4. Understand the meaning of and apply key vocabulary across the various subject areas
1.1.C: Use After Reading Strategies to Make Meaning of Text:
C1. Understanding and Interpretation
/ C1. Demonstrate understanding and interpretation of both fiction and nonfiction text· Retell or summarize the major ideas, themes or procedures of the text
· Connect the new infor-mation or ideas in the text to known information, including connections to other texts
· Clarify ideas and under-standings through rereading and discussion
· Make responsible asser-tions about text by citing evidence from text / C1. Demonstrate understanding and interpretation of both fiction and nonfiction text
· Summarize major ideas, themes or procedures of the text
· Relate new information or ideas from the text to that learned through additional reading and media (e.g., films, tapes)
· Clarify ideas and under-standings through rereading and discussion
· Make responsible asser-tions about the ideas from the text by citing evidence
· Extend ideas found in text / C1. Demonstrate understanding and interpretation of both fiction and nonfiction text, including public documents
· Make and support with evidence, assertions about texts
· Compare and contrast texts using themes, set-tings, characters, ideas
· Make extensions to related ideas, topics or information
· Describe the context of a document
· Analyze the positions, arguments and evidence in public documents / C1. Demonstrate understanding and interpretation of fiction / non-fiction text, including public documents
· Make and support with evidence, assertions about texts
· Compare and contrast texts using themes, settings, characters and ideas
· Make extensions to related ideas, topics or information
· Assess the validity of the document based on context
· Analyze the positions, arguments and evidence in public documents
· Evaluate the author’s strategies
· Critique public documents to identify strategies common in public discourse
STANDARD 1: READING
1.1 Learn to Read Independently / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.1.D Read Fluently and With Understanding to Make Meaning of Text:
D1. Fluency and Comprehension / D1. Demonstrate fluency and comprehension in reading
· Read familiar materials aloud with accuracy
· Self-correct mistakes
· Use appropriate rhythm, flow, meter and pronunciation
· Read a variety of genre and types of texts
· Demonstrate comprehension (See Grade 3- page 6, Standard 1, B2; page 7, Standard 1, C1; page 13 for Performance Standards, # 3) / D1. Demonstrate fluency and comprehension in reading
· Read familiar materials aloud with accuracy
· Self-correct mistakes
· Use appropriate rhythm, flow, meter and pronunciation
· Read a variety of genre and types of texts
· Demonstrate comprehension (See Grade 5- page 6, Standard 1, B2; page 7, Standard 1, C1; page 13 for Performance Standards, # 3) / D1. Demonstrate fluency and comprehension in reading
· Read familiar materials aloud with accuracy
· Self-correct mistakes
· Use appropriate rhythm, flow, meter and pronunciation
· Read a variety of genre and types of texts
· Demonstrate comprehension (See Grade 8- page 6, Standard 1, B2; page 7, Standard 1, C1; page 13 for Performance Standards, # 3) / D1. Demonstrate fluency and comprehension in reading
· Read familiar materials aloud with accuracy
· Self-correct mistakes
· Use appropriate rhythm, flow, meter and pronunciation
· Read a variety of genre and types of texts
· Demonstrate comprehension (See Grade 11- page 6, Standard 1, B2; page 7, Standard 1, C1; page 13 for Performance Standards, # 3)
STANDARD 1: READING
1.2 Read Critically in all Content Areas / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.2.A Read And Understand Essential Content of Informational Texts:
A.1 Use Comprehension
Skills / A1. Read and understand essential content of informational texts and documents in all academic areas. Use comprehension skills to:
· Differentiate fact from opinion within text
· Distinguish between essential / nonessential information within a text
· Draw inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on the text
· Analyze text organization and content to derive meaning from text using established criteria
· See page 14 for Perfor-mance Standards, # 4, Grade 3 / A1. Read and understand essential content of informational texts and documents in all academic areas. Use comprehension skills to:
· Differentiate fact from opinion within text
· Distinguish between essential / nonessential information across a variety of texts, identifying stereotypes and exaggeration where present
· Draw inferences about similar concepts in multiple texts and draw conclusions
· Evaluate text organization and content to determine the author’s purpose and effectiveness
· See page 14 for Perfor-mance Standards, # 4, Grade 5 / A1. Read and understand essential content of informational texts and documents in all academic areas. Use comprehension skills to:
· Differentiate fact from opinion utilizing re-sources that go beyond traditional text (e.g., newspapers, magazines and periodicals) to electronic media
· Distinguish between essential / nonessential information across texts and going beyond texts to a variety of media, identifying bias and propaganda where present
· Draw inferences based on a variety of information sources
· Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s thesis, accuracy and thoroughness
· See page 14 for Perfor-mance Standards, # 4, Grade 8 / A1. Read and understand essential content of informational texts and documents in all academic areas. Use comprehension skills to:
· Differentiate fact from opinion across a variety of texts, by using complete and accurate information, coherent arguments and points of view
· Distinguish between essential / nonessential information across a variety of sources, identifying the use of proper references or authorities and propaganda techniques where present
· Use teacher and student established criteria for making decisions and drawing conclusions
· Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s thesis, accuracy, thoroughness, logic and reasoning
· See page 14 for Perfor-mance Standards, # 4, Grade 11
STANDARD 1: READING
1.2 Read Critically in all Content Areas / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.2.B Use and Understand a Variety of Media:
B1. Evaluate Quality
of Media / B1. Use and understand a variety of media and evaluate the quality of material produced
· Use electronic media for research
· Identify techniques used in television and use the knowledge to distinguish between facts and misleading information
· Assess the quality of a media project (e.g., script, play, tape, computerized visual to accompany oral presentation) for a target audience
· See Standard 3, page 33, A1, Grade 3 / B1. Use and understand a variety of media and evaluate the quality of material produced
· Use a variety of media (e.g., electronic card catalogues, encyclopedias) for research
· Evaluate the role of media as a source of both entertainment and information
· Use established criteria to design and develop a media project (e.g., script, play, tape, computerized visual to accompany oral presenta-tions) for a target audience
· See Standard 3, page 33, A1, Grade 5 / B1. Use and understand a variety of media and evaluate the quality of material produced
· Compare and analyze how different media offer a unique perspective on information presented
· Analyze the techniques of particular media messages and their effect on a targeted audience
· Use, design and develop a media project that expands understanding (e.g., authors / works from an historical period, com-puterized visual to accom-pany oral presentations)
· See Standard 3, page 33, A1, Grade / B1. Use and understand a variety of media and evaluate the quality of material produced
· Select appropriate elec-tronic media for research and evaluate the quality of the information
· Explain how the techniques used in electronic media modify traditional forms of discourse for different purposes
· Use, design and develop a media project that expands understanding (e.g., authors / works from an historical period, computerized visual to accompany oral presentations)
· See Standard 3, page 33, A1, Grade 11
STANDARD 1: READING
1.3 Read, Analyze and Interpret Literature / PRIMARYGrade 3 / INTERMEDIATE
Grade 5 / MIDDLE LEVEL
Grade 8 / HIGH SCHOOL
Grade 11
1.3.A-F. Read Widely, Understand, Analyze And Interpret: (See page 13 for Performance Standards, #1 and #2):
1.3.A. Fiction / Non-Fiction
1.3.B Poetry
1.3.C Drama
1.3.D. Literary Elements / A1. Read and understand works of fiction and non-fiction
B1. Identify the structures in poetry (e.g., pattern books, predictable books, nursery rhymes)
C1. Identify the structures in drama (e.g., dialogue, story enactment, acts, scenes)
D1. Identify literary elements in stories and describe
· characters
· setting
· plot / A1. Read and understand works of fiction and non-fiction
B1. Identify and respond to the effects of sound and struc-ture in poetry (e.g., alliteration, rhyme, verse form)
C1. Analyze drama as a source of information, entertainment, persuasion or transmitter of culture
D1. Compare the use of literary elements within and among texts including:
· characters
· setting
· plot
· theme
· point of view
/ A1. Read and understand works of fiction and non-fiction
B1. Identify poetic forms (e.g., ballad, sonnet, couplet)
C1. Analyze drama to determine the reasons for character’s actions, taking into account the situation and basic moti-vation of the character
D1. Analyze author’s use of literary elements within and among texts including:
· characterization
· setting
· plot
· theme
· point of view
· tone
· style
/ A1. Read and understand works of fiction and non-fiction
B1. Analyze and evaluate in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, paradox)
C1. Analyze how a script-writer’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work
D1. Analyze the relationships, uses and effectiveness of literary elements by one or more authors in similar genres including:
· characterization
· setting
· plot
· theme
· tone
· style
· point of view