READING CURRICULUM

 

 

Reading is a wonderfully rich and complex human activity.  It provokes reflection, introspection, and imaginative thinking and allows us to create and explore new ideas.  It introduces us to different representations of the world.  It fills our needs for information and communication and enables us to learn about different subjects, perform various tasks, participate in the workplace, and understand and evaluate our place in the world.  It also gives us the intrinsic pleasure of linguistic and imaginative activity.

 

Quick Access Links: Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11 & Grade 12

 

Kindergarten

 

Students will be able to:

1.                  Identify front of book

2.                  Know that print contains message

3.                  Know where to start reading print

4.                  Follow a line of print from left to right

5.                  Return sweep to next line of print

6.                  Demonstrate word by word matching

7.                  Will read the left pages before the right

8.                  Identify one letter: two letters

9.                  Identify one word: two words

10.             Identify first letter in a word

11.             Identify last letter in a word

12.             Produce consonant sounds for corresponding letters

13.             Will read high frequency words (see attached)

14.             Be able to read simple patterned text

15.             Be able to identify all upper and lower case letters

16.             Recognize own name

17.             Use pictures and context to make oral predictions about story content

18.             Connect to life experiences the information and events in text orally

19.             Distinguish fiction from non-fiction

 

 

Kindergarten Sight Words:

 

      to                                 I                                   and

      see                              is                                 mom

      like                              can                              my

      a                                  dad                             the

      fish                              bed                             sit

      snow                           pan                              pen

      nine                             nut                               jar

      hop                              sun                              log

      wet                              spot                             cup

      cat                               sing                             boat

      moon                          cake                            pig

      cow                             look                

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Reading Grade 1

 

Students will be able to:

  1. understand that reading is done for a purpose (enjoyment or information)
  2. seek out and enjoy experiences with books and other print materials
  3. recognize and seek printed information about the world
  4. use title, book cover, and pictures to make predictions about the story
  5. use all three sources of information when reading – meaning, structure, and visual information
  6. figure out unknown words using a variety of strategies such as: rereading, picture clues, context clues, knowledge of word structures (i.e., “chunks”), letter/sound relationships, prior knowledge, initial and final consonants, and initial blends
  7. demonstrate and understand that author’s message is in part conveyed by punctuation (period, comma, questions mark, and exclamation mark)
  8. respond orally to literal and inferential comprehension questions
  9. answer literal comprehension question (words and phrases) in writing
  10. recognize beginning, middle, and ending of a story
  11. identify orally story elements (e.g., characters, setting, and plot)
  12. retell familiar stories
  13. when child is reading on their independent level, they should read fluently

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Reading Grade 2

 

At this level, the emphasis shifts from reading decoding words to comprehension of text.  Focus is beginning to change from “learning to read” to “reading to learn”.

 

Students will be able to:

  1. respond to a written text by creating oral summaries and guided written summaries of texts
  2. sequence story events orally and in writing
  3. read in a variety of gendres and identify (i.e., mystery, fairytales, non-fiction, fiction, etc.)
  4. use simple information texts and answer “who, what, where, how and when” questions
  5. read silently for a purpose and answer oral and written questions
  6. complete fiction/non-fiction book reports
  7. interpret information from diagrams, charts, and graphs
  8. follow 2-step directions
  9. self select independent reading material at an appropriate level
  10. identify cause and effect
  11. compare and contrast at literal level

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Reading Grades 3

 

At this level students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound/letter correspondence, sentence structure, context, and graphics).

 

Students will be able to:

 

  1. determine the meaning of unknown words by using reference sources (glossary, dictionary).
  2. determine the meaning of vocabulary by using context clues
  3. adjust their reading speed according to the type of material read, the purpose of reading and the difficulty of the text
  4. read a variety of narrative texts independently and fluently
  5. share responses orally (Gr. 3), in writing (Gr. 4) to literature to include comparisons to other texts read and /or own life experiences and reasons for their opinions about the text being read
  6. identify important characters in works containing several characters
  7. determine what characters are like by what they say or do and by how the author or illustrator portrays them
  8. identify and explain how characters and situations found in texts are like people or events in their own lives or in other works
  9. recognize basic elements of plot and recount events, ideas, important details from materials read
  10. identify the setting of a story
  11. identify the main idea and supporting details of a paragraph
  12. use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words
  13. decode multi-syllabic words
  14. use prefixes and suffixes to understand the meanings of words, prefix: re, un, de, dis, suffix: ly, ness, able, ible, ment, ion, tion
  15. read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression
  16. use titles, tables of contents, chapter headings, glossaries and indexes to locate information in text
  17. demonstrate comprehension by identifying answers in text
  18. distinguish among common forms of literature (e.g., poetry, play, fiction, non-fiction)

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Reading Grade 4

 

At this level students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound/letter correspondence, sentence structure, context, and graphics).

 

Students will be able to:

 

  1. apply effective strategies to the reading and interpretations of fiction (i.e., fantasies, fables, myths, mysteries, realistic and historical fiction, adventures, and humorous tales) that is appropriately complex in terms of character, plot, theme, and dialogue and appropriately sophisticated in style, point of view, and use of literary devices
  2. apply effective strategies to the reading and use of non-fiction (e.g., reference sources, articles, histories, biographies, autobiographies, diaries, and letters) using text with an appropriate complexity of content and sophistication
  3. demonstrate understanding of enduring themes of literature (e.g., themes of coming of age, love and duty, heroism, and appearances versus reality)
  4. use information contained in chapter and section headings, topic sentences, and summary sentences to construct the main idea
  5. use various informational parts of a text (e.g., index, table of contents, glossary, appendices)
  6. read for a variety of purposes (e.g., to answer specific questions, to form an opinion, to skim for information)
  7. summarize informational texts (e.g., identify the main idea or concept and the supporting detail)
  8. recognize when a text is primarily intended to instruct or to persuade
  9. understand common terms used in instructional and informational texts
  10. recognize when and how new information in a text connects to prior knowledge
  11. understand how dialogue contributes to a story or text
  12. demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things)
  13. 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
  14. extract appropriate and significant information from text, including problems and solutions
  15. follow simple multiple-step written instructions (e.g., how to assemble a product or use a game board)
  16. identify the speaker or narrator of a selection
  17. use literary pieces to better understand and appreciate the actions of others
  18. recall major points in texts, and make and modify predictions about forthcoming information

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Reading Grade 5

 

At this level students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound/letter correspondence, sentence structure, context, and graphics).

 

Students will be able to:

 

Word Analysis, Fluency, and Vocabulary Development

 

  1. use knowledge of prefixes (i.e., im-, in-, bi-, mis-, dis-)
  2. determine the meaning of unknown words by using reference sources (glossary, dictionary)
  3. determine the meaning of vocabulary by using context clues
  4. use their knowledge of word origins and word relationships, as well as historical and literary context clues, both to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words

 

Reading Comprehension

 

  1. use specific strategies (e.g., rereading, consultation) to clear up confusing parts of a text
  2. recognize text which is persuasive
  3. apply effective strategies to the reading and interpretations of fiction (e.g., fantasies, fables, myths, mysteries, realistic and historical fiction, adventures, and humorous tales) that is appropriately sophisticated in style, point of view, and use of literary devices
  4. apply effective strategies to the reading and use of non-fiction, (e.g., reference sources, articles, histories, biographies, autobiographies, diaries, and letters)  using text with an appropriate complexity of content and sophistication
  5. use information contained in chapter and section headings, topic sentences, and summary sentences to construct the main idea
  6. read for a variety of purposes (e.g., to answer specific questions, to form an opinion, to skim for information)
  7. summarize informational texts (e.g., identify the main idea or concept and the supporting detail)
  8. recognize when and how new information in a text connects to prior knowledge
  9. extract appropriate and significant information from text, including problems and solutions

 

Literacy Response

 

  1. formulate questions to be answered while reading
  2. identify the main and subordinate characters in literary works
  3. recognize the use of specific literary devices (e.g., characters [minor and major], plot development)
  4. determine the underlying theme or author’s message in fiction and non-fiction text
  5. to recognize that some questions have multiple responses
  6. recall major points in text, and make and modify predictions about forthcoming information

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Reading Grade 6

 

Students will be able to:

  1. (1/2) identify the author’s point of view
  2. read for a wide variety of purposes (e.g., to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy)
  3. demonstrate an understanding of understanding of lengthy, complex dialogues and how they relate to a story
  4. recognize the use of specific literary devices (e.g., dialogue, point of view [1st person and 3rd person], narrator, alliteration, simile, onomatopoeia, personification, act and scene)

5.      recognize the use of specific literary devices (e.g., characters [minor and major], plot development)

  1. apply effective strategies to the reading and use of non-fiction
  2. use word meanings within the appropriate context and be able to verify those meanings by definition, restatement, example, comparison, or contrast

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Reading Grade 7

 

Students will be able to:

  1. reflect on what has been discovered and learned while reading, and formulate additional questions
  2. recognize complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions)
  3. read literature and view films which illustrate distinct cultures in various types of works and formulate and defend gathered from the experience
  4. demonstrate understanding of enduring themes of literature by differentiating between main ideas and themes after they study story elements
  5. recognize the use of specific literary devices (e.g., stetting [time and place], conflict [internal and external], structure, climax/resolution, foreshadowing, rhyme, hyperbole, metaphor, imagery)
  6. explain how the motives of characters or the causes of complex events in texts are similar to and distinct from those in their own experience
  7. recognize the use of specific literary devices (e.g., characters [minor and major], plot development)

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Reading Grade 8

 

Students will be able to:

  1. identify specific devices an author uses to involve readers
  2. understand stories and expository texts from the perspective of the social and cultural context in which they were created
  3. summarize whole text by selecting and summarizing important and representative passages
  4. explain orally and defend opinions formed while reading and viewing
  5. demonstrate an understanding that people respond to literature in different and individual ways
  6. recognize the use of specific literary devices (e.g., setting-influences story, flashback, symbolism, imagery, rhyme scheme)
  7. apply effective strategies to the reading and interpretation of fiction (e.g., science fiction, myths, mysteries, realistic and historical fiction, poems, adventure stories, and humorous tales) using texts that are appropriately  complex in terms of character, plot, theme, structure, dialogue and appropriately sophisticated in style, point of view, and use of literary devices
  8. apply effective strategies to the reading and use of moderately long non-fiction texts (e.g., reference sources, articles, editorials, histories, biographies, autobiographies, diaries, letters, and commentaries) which have an appropriate complexity of content and sophistication of style
  9. recognize the use of specific literary devices (e.g., characters [minor and major], plot development)

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Reading Grade 9

 

Students will be able to:

  1. demonstrate an understanding that a single text will elicit a wide variety of responses, each of which may be the point of view of the individual reader or listener
  2. identify the author’s purpose and analyze the effects of that point of view on the text
  3. analyze how the cultural context of a literary work is evident in the text
  4. represent key ideas and supporting details in various written forms (e.g., outline, summary reactions)
  5. identify the simple and complex actions and interactions involving main and subordinate characters in a work
  6. make abstract connections (e.g., connections about thoughts, ideas, values) between their own lives and the characters, events, and circumstances represented in various works
  7. identify the details and effects of complex literary devices on the overall quality of a work (e.g., foreshadowing, flashbacks, time frames in the future or past)
  8. identify how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect [sic]the overall quality of a work
  9. scan a passage to determine whether a text contains relevant information

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Reading Grade 10

 

Students will be able to:

  1. identify the author’s point of view and analyze the effects of that point of view on the text
  2. represent key ideas and supporting details in various written forms (e.g., paraphrase)
  3. distinguish between the purpose of a literary work and the personal response of an individual reader
  4. demonstrate an understanding of the [stylistic] effect of dialogue[s] on [the style of] a work
  5. analyze the details and effects of complex literary devices on the overall quality of work (e.g., foreshadowing, flashbacks, time frames in the future or past)
  6. analyze how complex elements of plot (e.g., setting, major events, problems, conflicts, resolutions) effect [sic] the overall quality of a work
  7. distinguish between apparent fact and opinion in non-fiction texts
  8. make appropriate inferences about story elements

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Reading Grade 11

 

Students will:

  1. identify the devices and author uses to persuade readers and critique the effectiveness of the use of those devices
  2. represent key ideas and supporting details in various written forms (e.g., concise summary)
  3. apply mature strategies to the reading and interpretation of [lengthy] adult level fiction, (e.g., plays, poems, novels) using texts that are complex in terms of character, plot, theme, structure, and dialogue and sophisticated style, point of view, and use of literary devices
  4. apply mature strategies to the reading and interpretation of [lengthy] adult level non-fiction texts with appropriate complexity of content and sophistication of style
  5. draw from a broad base of knowledge about literature of the United States and the world to examine and critique how print and visual texts explore the human experience and condition

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Reading Grade 12

 

Students will:

  1. identify the philosophical assumptions and basic beliefs underlying a particular text
  2. apply mature strategies to the reading and interpretation of [lengthy] adult level fiction, (e.g., satire, parody) using texts that are complex in terms of character, plot, theme, structure, and dialogue and sophisticated style, point of view, and use of literary devices
  3. apply mature strategies to the reading and interpretation of [lengthy] adult level non-fiction texts with appropriate complexity of content and sophistication of style
  4. examine, evaluate, and elaborate on universal themes in literature, using reading and viewing to explain how themes are developed and achieved
  5. demonstrate understanding of the history of and changes in the English language by explaining examples

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Last Update: October 19, 2004