Home > States > Sunshine State Standards > Reading/Language Arts > Reading Process

Reading/Language Arts

Reading Process

  • Phonics/Word Analysis

    Standard: The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.

    The student will:

    • LA.4.1.4.1 - recognize knowledge of spelling patterns;
    • LA.4.1.4.2 - use structural analysis; and
    • LA.4.1.4.3 - use language structure to read multi-syllabic words in text.

    Access Points for Students with Significant Cognitive Disabilities

    Independent: The student will:

    • manipulate individual phonemes in CVC, CCVC, and CVCC words
      through addition, deletion, and substitution;
    • identify and segment initial, final, and medial phonemes in words with
      common spelling patterns;
    • decode words with common consonant and vowel digraphs;
    • decode words with r-controlled vowels;
    • recognize high frequency sight words;
    • recognize regular plurals; and
    • use self-correction when subsequent reading indicates an earlier misreading.

    Supported: The student will:

    • produce the most common sounds associated with all letters of the
      alphabet; 
    • blend and segment individual phonemes in selected CVC words;
    • decode phonetically regular words;
    • recognize high frequency sight words; and
    • use self-correction when subsequent reading indicates an earlier misreading.

    Participatory: The student will respond to pictures or symbols paired with spoken words in one or more daily activities.

    Teach This Standard
  • Fluency

    Standard: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

    The student will:

    • LA.4.1.5.1 - demonstrate the ability to read grade level text; and
    • LA.4.1.5.2 - adjust reading rate based on purpose, text difficulty, form, and style.

    Access Points for Students with Significant Cognitive Disabilities

    Independent: The student will read text with high frequency sight words and phonetically regular words with accuracy.

    Supported: The student will read text with high frequency sight words and
    phonetically regular one-syllable words with accuracy.

    Participatory: The student will:

    • respond accurately and consistently to pictures or symbols of persons,
      objects, or events in familiar stories and daily activities; and 
    • identify pictures or symbols paired with words to indicate the next step in a familiar daily activity.
    Teach This Standard
  • Vocabulary Development

    Standard: The student uses multiple strategies to develop grade appropriate vocabulary.

    The student will:

    • LA.4.1.6.1 - use new vocabulary that is introduced and taught directly;
    • LA.4.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text;
    • LA.4.1.6.3 - use context clues to determine meanings of unfamiliar words;
    • LA.4.1.6.4 - categorize key vocabulary and identify salient features;
    • LA.4.1.6.5 - relate new vocabulary to familiar words;
    • LA.4.1.6.6 - identify shades of meaning in related words (e.g., blaring, loud);
    • LA.4.1.6.7 - use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words;
    • LA.4.1.6.8 - use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words;
    • LA.4.1.6.9 - determine the correct meaning of words with multiple meanings in context; and
    • LA.4.1.6.10 - determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital tools.

    Access Points for Students with Significant Cognitive Disabilities

    Independent: The student will:

    • use new vocabulary that is introduced and taught directly;
    • listen to, read, and discuss stories and informational text;
    • use context clues and illustrations to determine the meaning of unknown
      words;
    • categorize key vocabulary;
    • relate new vocabulary to familiar words;
    • use knowledge of individual words to predict meaning of unknown compound words;
    • identify common synonyms and antonyms;
    • determine the correct meaning of a word with multiple meanings in
      context; and
    • determine the meaning of unknown words using a picture dictionary and
      digital tools.

    Supported: The student will:

    • use new vocabulary that is introduced and taught directly;
    • listen to, read, and talk about stories and informational text;
    • categorize pictures;
    • relate new vocabulary to familiar words;
    • identify common antonyms using pictures;
    • identify the meaning of words that show spatial and temporal relationships (e.g., up/down, before/after); and
    • use information from print or visual reference materials to determine the
      meaning of unknown words.

    Participatory: The student will:

    • respond to new vocabulary that is introduced and taught directly;
    • listen and respond to stories and informational text;
    • identify persons, objects, and actions by name in daily activities; and
    • select objects, pictures, or symbols paired with words that relate to familiar stories or activities.
    Teach This Standard
  • Reading Comprehension

    Standard: The student uses a variety of strategies to comprehend grade level text.

    The student will:

    • LA.4.1.7.1 - identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps);
    • LA.4.1.7.2 - identify the authors purpose (e.g., to inform, entertain, explain) in text and how an author's perspective influences text;
    • LA.4.1.7.3 - determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing;
    • LA.4.1.7.4 - identify cause-and-effect relationships in text;
    • LA.4.1.7.5 - identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text;
    • LA.4.1.7.6 - identify themes or topics across a variety of fiction and nonfiction selections;
    • LA.4.1.7.7 - compare and contrast elements in multiple texts (e.g., setting, characters, problems); and
    • LA.4.1.7.8 - use strategies to repair comprehension of grade appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.

    Access Points for Students with Significant Cognitive Disabilities

    Independent: The student will:

    • preview text features (e.g.,illustrations, title, headings, captions) and use prior knowledge to make predictions of content and purpose of text;
    • identify the author’s purpose (e.g., tell a story and give information) in text;
    • identify explicit information in text, including but not limited to main idea
      or topic, supporting details (e.g., who, what, where, when, how), and
      sequence of events;
    • identify cause and effect relationships in pictures and text;
    • identify explicit text structures (e.g., similarities and differences, sequence of events) in stories and informational text;
    • identify the essential message or topic in text; and
    • use strategies to repair comprehension, including but not limited to rereading, checking context clues, predicting the topic and what happens next, connecting to life experiences, and checking own understanding when reminded.

    Supported: The student will:

    • preview text features (e.g., illustrations, title) and use prior knowledge to make predictions of content of stories and informational text;
    • identify text that tells a story;
    • determine main idea and supporting details, including but not limited to
      who, what, where, and when in readaloud stories and informational text;
    • identify actions that lead to predictable effects in read-aloud stories and
      informational text;
    • identify differences in characters and actions in text; and
    • use strategies to repair comprehension, including but not limited to rereading, connecting stories to life experiences, and checking own understanding when reminded.

    Participatory: The student will:

    • identify pictures of characters or objects in read-aloud stories or
      informational text;
    • respond accurately and consistently to pictures of characters or objects in familiar read-aloud stories and informational text used in daily activities;
    • use pictures or symbols to respond to predictable cause/effect events in daily activities;
    • respond to voice tone or volume that reflects the intent of verbal messages; and
    • seek assistance to clarify the meaning of pictures, symbols, or words in
      classroom activities with prompting.
    Teach This Standard

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