ASPEN COMMUNITY SCHOOL - ACS K-8 Reading Standards

Aspen Community School

K-8 Reading Standards

Adopted May 2008

Kindergarten End of Year Reading Proficiencies

Phonemic Awareness

· Recognize, hear, and produce patterns of sound in oral language

· Hear and repeat initial and final sounds in words

· Identify the phonemes of most one syllable words

· Recognize oral language patterns such as rhymes

Phonics

Recognize and name all letters
Know common letter sounds
Apply knowledge of letter-sounds to decode single syllable words
Track written predictable text when text is read aloud

Fluency

Read orally simple text containing familiar word patterns

Vocabulary

Talk about words and meaning as encountered in books and conversation
Recognize environmental print and high frequency words

Comprehension

Retell a known story in own words in sequence
Identify characters, setting, and key events
Listen to and comprehend a variety of genres
Connect information and events in text to life experiences
Generate a picture/written response to text listened to or read
Mastered DRA reading level 2
Mastered Concept of Print
- Handle books correctly
- Understand directionality of print
- Voice-print match
- Uses pictures to predict print
- Realize that print carries meaning

2^nd Grade End of Year Reading Proficiencies*

* First Graders are working towards the same proficiencies, but are not expected to display mastery until the end of second grade.

Phonemic Awareness

· Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words

· Identify the presence of word endings

· Recognize alliteration

Phonics

· Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, compound words, and common word endings to decode unknown words

· Demonstrate an appropriate grade level reading vocabulary, including sight words and multi-syllabic words

Fluency

· Orally read grade level materials attending to phrasing, intonation, effective expression, and punctuation. Examples of grade level materials include: Magic Tree House, The Littles, Bears on Hemlock Mountain, Make Way for Ducklings, and the Little Polar Bear series

· Adjust reading pace to accommodate purpose, style, and difficulty of text

Vocabulary

· Use sentence structure and background knowledge to understand word meanings

· Understand and generate vocabulary specific to content

Comprehension

· Activate schema/background knowledge

· Determine importance of information

· Select appropriate grade level materials

· Ask questions

· Independently read grade level materials

· Sustain independent reading for 30 minutes

· Retell, summarize and/or synthesize important information

· Create mental images of characters, events and places

· Draw inferences

· Use a variety of strategies to monitor and maintain comprehension

· Read, comprehend, and listen to a range of genres: narrative texts and expository texts

· Retell narrative text using characters, setting, and sequence of events

· Retell expository text using main idea and some supporting details

· Generate a written or oral response to what has been read

· Connect information and events in texts to life experiences

· State the purpose for reading

· Interpret information from simple diagrams, charts, and graphs

· Read and follow simple written directions

Third Grade End of Year Reading Proficiencies

Phonics

· Apply knowledge of letter-sound relationships to decode words in order to comprehend connected text

· Apply knowledge of syllable spelling patterns to decode words in order to comprehend connected text

Fluency

· Orally read grade level materials attending to phrasing, information, and punctuation

· Adjust reading pace to accommodate purpose, style and difficulty of text.

Vocabulary

· Understand vocabulary essential to text

· Understand and generate vocabulary specific to content

· Use a range of strategies

· Use a range of resources

· Recognize common prefixes, suffixes, and roots in multi-syllabic words

Comprehension

· Use a range of strategies when connecting meaning from a text

· Retell, summarize/and or synthesize important information

· Apply information and make connections from reading

· Activate schema/background knowledge

· Determine importance

· Ask questions

· Create images

· Draw inferences

· Use a variety of strategies to monitor and maintain comprehension

· Read, comprehend and listen to a range of genres: narratives texts and expository texts

· Retell narrative text using using main idea and some supporting details

· Generate a written or oral response to what has been read

· Connect information and events in texts to life experiences

· State the purpose for reading

· Interpret information from simple diagrams, charts, and graphs

· Read and follow simple written directions

· Summarize text passages

· Understand literary elements

· Compare one text to another

Fourth Grade End of Year Reading Proficiencies

Students will use word recognition strategies:

· Be able to self correct using decoding and contextual strategies, and to utilize outside resources, i.e. dictionary

· Be able to apply suffixes and prefixes when reading, and identify root and base words

· Will know multiple meanings of words, homonyms, and distinguish between antonyms, and synonyms

· Multiple word meanings and idiomatic expressions

Students will use comprehension strategies:

· Draw conclusions and make inferences from information

· Predict and confirm outcomes

· Compare and contrast information, able to use Venn diagram

· Summarize information in own words, including beginning, middle, and end

· Summarize information using a graphic organizer such as the Step-Up-to-Writing T-chart, identifying main idea [topic], supporting details, and conclusion

· Write written summary with factual support

· Locate and find information in text to support opinions

· Recognize the author’s point of view

· Understand and follow directions

· Define a problem or solution

Students will demonstrate the accurate use of information from a variety of sources:

· Differentiating among printed materials [e.g. book, article, newspaper]

· Reading for information that contains multiple steps

· Analyzing and discriminating among various media

· Extracting information from a complex stimulus [e.g. graph, chart, table, or text]

Students will demonstrate the ability to read and respond to literature by:

· Identify characters’ reactions and motives for their actions

· Identify sequence and several details to adequately answer a question

· Interpret poetry in a concrete manner with a limited understanding of figurative language [e.g. personification, simile, and metaphor]

6^th Grade End of Year Reading Proficiencies*

* Fifth Graders are working towards the same proficiencies, but are not expected to display mastery until the end of sixth grade.

Students will read and understand a variety of materials

· Students will paraphrase, summarize, and synthesize information from a variety of text and genres

· Students will identify main idea and supporting details in a variety of text and genres

· Students will infer and predict using information in a variety of text and genres

· Students will compare and contrast different texts

· Students will identify sequential order in expository text

· Students will select appropriate definitions from the dictionary

· Students will monitor own comprehension and make modifications when understanding breaks down by rereading a portion, using reference aids and using contextual information

· Students will identify the meaning of prefixes and suffixes

· Students will use background knowledge of subject and text structure to make complex predictions of content and purpose of text

· Students will use text structure, such as cause and effect, to locate and recall information

· Students will establish and adjust purposes for reading, such as reading to find out, to understand, to interpret, to enjoy and to solve problems

· Students will use word recognition skills to understand unfamiliar words (for example, letter-sound correspondence, language structure and context)

· Students will locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources

Students will apply thinking skills to their reading, writing, speaking, listening and viewing

· Students will determine author’s purpose

· Students will predict and draw conclusions about stories

· Students will differentiate between fact and opinion in written and spoken forms

· Students will use reading, writing, speaking, and listening to define and solve problems

· Students will respond to written and oral presentations as a reader, listener, and articulate speaker

· Students will use listening skills to understand directions

Students will read to locate, select and make use of relevant information from a variety of media, reference and technological sources

· Students will frame questions to direct research

· Students will organize prior knowledge about a topic in a variety of ways (for example, graphic organizers, Venn diagram, outline)

· Students will take notes from relevant and authoritative sources (for example, guest speakers, periodicals, on-line searches)

· Students will summarize and organize ideas gained from multiple sources in useful ways (for example, outlines, conceptual maps, learning logs, timelines)

· Students will find information to support ideas

· Students will present information in various forms using available technology

· Students will evaluate own research and raise new questions for further investigation

· Students will follow accepted formats for writing research, including documenting sources using MLA format

Students will read and recognize literature as a record of human experience

· Students will read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction material and plays

· Students will read respond to, and discuss literature that represents points of view from places, people and events that are familiar and unfamiliar

· Students will identify and analyze elements of plot and characterization

· Students will identify the sound of poetry, including alliteration, assonance, consonance, onomatopoeia, and rhyme scheme

· Students will understand and use literary terms (for example, foreshadowing, metaphor, simile, symbolism, dialogue, scene, flashback)

· Students will understand how figurative language supports meaning in a given context

· Students will identify and analyze characters, setting, problem/conflict, action/plot/events, resolution/solution, theme, mood/tone/atmosphere, and sequence in literature

8^th Grade End of Year Reading Proficiencies

* Seventh Graders are working towards the same proficiencies, but are not expected to display mastery until the end of 8^th grade.

Students will read and understand a variety of materials

· Students will use a full range of strategies to comprehend technical writing, newspapers, magazines, poetry, short stories, plays and novels

· Students will paraphrase, summarize, synthesize and evaluate information from a variety of text and genres

· Students will identify main idea and supporting details in a variety of text and genres

· Students will infer and predict using information in a variety of text and genres

· Students will monitor own comprehension and make modifications when understanding breaks down by rereading a portion, using reference aids and using contextual information

· Students will confirm meaning of figurative, idiomatic and technological language using context clues

· Students will use background knowledge of subject and text structure to make complex predictions of content and purpose of text

· Students will use text structure, such as cause and effect, to locate and recall information

· Students will establish and adjust purposes for reading, such as reading to find out, to understand, to interpret, to enjoy and to solve problems

· Students will use word recognition skills to understand unfamiliar words (for example, letter-sound correspondence, language structure and context)

· Students will locate meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources

Students will apply thinking skills to their reading, writing, speaking, listening and viewing

· Students will recognize an author’s or speaker’s point of view and purpose

· Students will use reading, writing, speaking, and listening to define and solve problems

· Students will distinguish between fact and opinion

· Students will recognize, express, and defend a point of view orally and in writing in an articulate manner

· Students will make predictions, draw conclusions, and analyze what they read, hear and view

· Students will determine literary quality based on elements such as the author’s use of vocabulary, character development, plot development, description of setting, and realism or dialogue

Students will read to locate, select and make use of relevant information from a variety of media, reference and technological sources

· Students will use organizational features of printed text such as chapter preview and summaries, prefaces, afterwards, annotations, bold-faced print, and appendices

· Students will use library and interlibrary catalog databases and organizational features of electronic information

· Students will locate and select relevant information

· Students will use available technology to research and produce an end-product that is accurately documented

· Students will correctly credit sources using MLA format

Students will read and recognize literature as a record of human experience

· Students will read, respond to, and discuss a variety of novels, poetry, short stories, non-fiction, content-area and technical material, and plays

· Students will read respond to, and discuss literature that represents points of view from places, people and events that are familiar and unfamiliar

· Students will use literature terminology accurately, including setting, character, conflict, plot, resolution, dialect and point of view

· Students will apply knowledge of literary techniques, including foreshadowing, metaphor, simile, personification, onomatopoeia, alliteration, and flashback, to understand text

· Students will use new vocabulary from literature in other contexts