![]() ![]() The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). Students read and respond to a wide variety of significant works of children's literature. Structural Features of Informational MaterialsĢ.1 Identify text that uses sequence or other logical order.Ĭomprehension and Analysis of Grade-Level-AppropriateĢ.2 Respond to who, what, when, where, and how questions.Ģ.3 Follow one-step written instructions.Ģ.4 Use context to resolve ambiguities about word and sentence meanings.Ģ.5 Confirm predictions about what will happen next in a text by identifying key wordsĢ.6 Relate prior knowledge to textual information.Ģ.7 Retell the central ideas of simple expository or narrative passages. ![]() In grade one, students begin to make progress toward this goal. To their regular school reading, by grade four, students read one-half million wordsĪnnually, including a good representation of grade-level-appropriate narrative andĮxpository text (e.g., classic and contemporary literature, magazines, newspapers, online Illustrate the quality and complexity of the materials to be read by students. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Students read and understand grade-level-appropriate material. Short-vowel patterns (i.e., phonograms), and blend those sounds intoġ.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).ġ.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to readġ.13 Read compound words and contractions.ġ.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).ġ.15 Read common word families (e.g., -ite, -ate).ġ.16 Read aloud with fluency in a manner that sounds like natural speech.ġ.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, They apply this knowledge to achieve fluent oralġ.2 Identify the title and author of a reading selection.ġ.3 Identify letters, words, and sentences.ġ.4 Distinguish initial, medial, and final sounds in single-syllable words.ġ.5 Distinguish long- and short-vowel sounds in orally stated single-syllable wordsġ.6 Create and state a series of rhyming words, including consonant blends.ġ.7 Add, delete, or change target sounds to change words (e.g., change cow to how pan to an).ġ.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat /f/l/a/t/ = flat).ġ.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat /s/p/l/a/t/ =splat ġ.10 Generate the sounds from all the letters and letter patterns, including consonant blends Spoken language by using phonics, syllabication, and word Students understand the basic features of reading. 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development ![]()
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