Key

Reporting

Category

M

Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.

D

Participate in creative responses to text (e.g., debates, dramatizations, and speeches).

D

Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support.

M

Read aloud, discuss, and present, using correct stress, pitch, juncture, punctuation, expression, and rate.

I

Approach texts according to their type, using appropriate skills and prior knowledge.

D

Continue to develop an awareness of the sounds of language through repeated exposure to a variety of auditory experiences.

D

Evaluate patterns of rhyme and rhythm and consider their effect on meaning.

M

Demonstrate the ability to read fluently with expression, accuracy, and poise from a variety of texts.

M

Participate in guided reading.

M

Adjust speed based on the purpose for reading.

D

Use reference sources to build background knowledge for reading.

D

Use previously learned strategies to front load text (e.g., skimming and scanning, connecting to prior knowledge).

D

Preview text, using supports such as illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes.

A

T

Use text features (e.g., sidebars, footnotes, and endnotes) to determine meaning.

A

T

Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, table of contents, and appendices).

D

Relate the significance of the selections studied to students' life experiences.

D

Examine significant words to be encountered in the text.

D

Make predictions about text.

D

Relate selections studied to prior experience, historical knowledge, current events, and cultural background.

A Boy at War Powerpoint

A

MG

Formulate appropriate questions during the reading of the text.

ine inferences from selected passages.

D

Use self-monitoring and self-correcting strategies while reading.

D

Engage in reading between the lines.

A

MG

Recognize a reasonable prediction of future events of a passage.

D

Create mental pictures from abstract information.

A

MG

Determine inferences from selected passages.

A

T

Select information using keywords and headings.

D

Verify or modify pre-reading purposes as additional information is obtained.

D

Explore ways to interact with text.

D

Indicate, analyze, and evaluate the sequence of events.

D

Recognize and state the main idea/central element in a given reading selection, noting supporting details.

D

Identify the author’s purpose and analyze to determine whether purpose is met.

D

Analyze the text to find contextual support for ideas, opinions, and responses to questions.

A

T

Identify instances of bias and stereotyping in print and nonprint contexts.

A

T

Recognize and identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).

A

T

Identify examples of sound devices within context (e.g., rhyme, alliteration, assonance, slant thyme, repetition, and internal rhyme).

A

T

Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode. Types of Text

A

MG

Determine cause and effect relationships in context.

M

Identify statements as fact or opinion.

D

Reflect on comprehension strategies utilized.

A

MG

Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D

Read for a variety of purposes: literary experience, information, enjoyment, and vocabulary.

A

MG

Identify an appropriate title to reinforce the main idea of a passage or paragraph.

D

Visit libraries/media centers, book fairs, bookstores, and other print rich environments to explore books.

D

Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text genres, and recommendation of others).

D

Relate literary experiences (e.g., book discussions, literary circles, writing, oral presentations, and artistic expressions).

D

Read daily from self-selected materials.

D

Experience and develop an awareness of literature that reflects a diverse society.

D

Maintain a personal reading list or reading log/journal to reflect reading gains and accomplishments.

D

Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.

D

Build vocabulary by reading and viewing from a wide variety of texts.

D

Analyze word meanings using roots, prefixes, and suffixes.

D

Use context clues, dictionaries, electronic sources, glossaries, and other resources as aids in determining word meanings.

A

V

Recognize and use grade appropriate and/or content specific vocabulary.

D

Evaluate the use of synonyms, antonyms, homonyms, and multiple meaning words, and determine how they assist with understanding.

M

Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and power words).

D

Analyze and use useful mnemonic devices (e.g., rhyming words, vocabulary cartoons, and kinesthetic activities) to acquire new vocabulary.

A

V

Choose a logical word or phrase to complete an analogy, using scrambled words and homophones in addition to previously learned analogies.

D

Recognize the historical influences on and changes to the English language as part of vocabulary study.

A

V

Recognize commonly used foreign phrases (e.g., e pluribus unum, c’est la vie, bon jour, hasta la vista, bon voyage, mi casa es su casa).

D

Distinguish between the connotation and denotation of words.

D

Recognize that word choices help to create a mood.

D

Discover ways by which a language acquires new words (e.g., brand names, acronyms).

D

Identify the base/root word of a word having affixes.

D

Determine the meaning of prefixes and suffixes through identification and usage.

A

V

Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.

A

V

Recognize the effect of stressed and unstressed syllables to aid in identifying the meaning of multiple meaning words.

D

Decode unknown grade level words utilizing previous learned strategies and verify the word’s meaning within the context of the selection.

A

C

Determine an author’s purpose for writing or a student’s purpose for reading. Skills for life; Reading for a Purpose

D

Identify themes, stated, implied, and recurring.

A

C

Identify an implied theme from a selection or related selections.

D

Read, view, and recognize various literary types.

D

Recognize the elements of various literary and media types.

I

Explore the elements that determine types of fiction (e.g., suspense/mystery, comedy/humor, drama, historical fiction, romance, legends, and myths).

I

Connect recurring themes to previously read materials and current readings.

A

C

Recognize literacy elements that shape meaning within context (e.g., symbolism, foreshadowing, flashback, irony, mood, and tone).

A

C

Identify how the author reveals character (e.g., physical characteristics, dialog, what others say about him, and what he does).

D

Evaluate strategies and devices used by authors to create mood.

D

Explain the exposition, rising action, climax, falling action, and resolution/denouement.

D

Distinguish among varying types of conflict (e.g., man vs. man, man vs. nature, and man vs. himself).

A

C

Identify on a graphic organizer the points at which various plot elements occur.

I

Explore subplots in literary selections and films.

D

Compare and contrast plot elements between or among stories.

D

Determine whether the characters are stereotypical or realistic.

A

C

Recognize the author’s point of view (i.e., first person, third person, limited, or omniscient).

A

C

Determine how a story changes if the point of view is changed.

D

Summarize, paraphrase, and evaluate selected passages.

D

Use deductive reasoning to facilitate and to extend understanding of texts.

D

Examine the differences among nonfiction materials (e.g., letters; memoirs; diaries; journals; documentaries; autobiographies; biographies; and educational, informational, and technical texts).

A

MG

Recognize and identify words within context that reveal particular time periods and cultures.

A

MG

Determine the influence of culture and ethnicity on the themes and issues of literary texts.

A

T

Identify examples within context of similes, metaphors, alliteration, onomatopoeia, personification, and hyperbole.

Learning Vocabulary can be fun

D

Demonstrate knowledge of literary elements that shape meaning and determine tone, such as symbolism, idioms, puns, flashback, foreshadowing, irony, mood, and tone.

I

Explore the concept of allusion.