• 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

  Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. 

  Decoding and Word Recognition 

  1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. 

  1.2 Decode regular multisyllabic words. 

  1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 

  Vocabulary and Concept Development 

  1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. 

  1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things). 

  1.6 Use sentence and word context to find the meaning of unknown words. 

  1.7 Use a dictionary to learn the meaning and other features of unknown words. 

  1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes(e.g., -er, -est, -ful) to determine the meaning of words.

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• 2.0 Reading Comprehension

  Students read and understand grade-level-appropriate material. 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). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal. 

  Structural Features of Informational Materials 

  2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. 

  Comprehension and Analysis of Grade-Level-Appropriate Text 

  2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 

  2.3 Demonstrate comprehension by identifying answers in the text. 

  2.4 Recall major points in the text and make and modify predictions about forthcoming information. 

  2.5 Distinguish the main idea and supporting details in expository text. 

  2.6 Extract appropriate and significant information from the text, including problems and solutions. 

  2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). 

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• 3.0 Literary Response and Analysis

  Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or ele-ments (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

  Structural Features of Literature 

  3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). 

  Narrative Analysis of Grade-Level-Appropriate Text 

  3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. 

  3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them. 

  3.4 Determine the underlying theme or author’s message in fiction and nonfiction text. 

  3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 

  3.6 Identify the speaker or narrator in a selection. 

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