Key

Reporting

Category

D

Listen attentively by facing the speaker, asking questions, and paraphrasing what is said. Story with Graphic Organizer

D

Use established rules for conversation (e.g., do not interrupt, ask questions, and provide appropriate feedback).

D

Understand, follow, and give oral multi-step directions which may include illustrations.

D

Formulate and respond to questions from teachers and other group members.

D

Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).

I

Retell a story from a different point of view.

D

Discuss similarities and differences in events and characters using evidence cited in two or three texts.

D

Summarize orally what has been learned or accomplished after completing an activity or assignment.

D

Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, and science projects).

Steps of a Book Report; Public Speaking

I

Express thoughts and feelings using colorful, fully elaborated descriptions.

I

Present and/or perform original or published literary work with a group and/or individually.

I/D

Use different voice levels and speech patterns for small groups, informal discussions, and reports.

D

Express reactions and personal opinions to a selection.

I

Interpret and use a variety of nonverbal communication techniques (e.g., gestures, facial expression, and posture).

I

Participate in recitations of assigned/self-selected passages.

D

Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound effects, and read-alouds).

A

T

Recognize the sounds of language (i.e., alliteration, rhyme, and repetition).All About Alliteration

D

Understand rhyming patterns in printed materials.

D

Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, and beat).

D

Expand understanding and use of root words, prefixes, and suffixes to decode words.

D

Understand, recognize, and use spelling patterns, syllabication and word families to decode words.

D

Decode unknown grade level words by utilizing learned strategies.

D

Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, and echo reading). Readers Theater scripts

D

Read with fluency using appropriate pronunciation, expression, rate, and confidence from a variety of texts (e.g., poetry, drama, current events, and novels). Fry’s Sight Words;

D

Participate in guided oral reading. What is Guided Oral Reading?

I

Adjust speed based on the purpose for reading and reading level.

D

Read independently daily. Interactive Reading Stories

D

Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index).

A

C

Identify different forms of text (e.g., poems, drama, fiction and nonfiction). Genres; Literary Genres

A

C

Recognize plot features of fairy tales, folk tales, fables, and myths. Fractured Fairy Tales ;  Myths, Fables, Fairy Tales

D

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

D

Build vocabulary by reading from a wide variety of text and literary genres.

A

V

Use prefixes, suffixes, and root words as aids in determining meaning within context. Big Words for Little Kids

A

V

Choose a logical word to complete an analogy using synonyms and antonyms. Analogy Graphic Organizer ; Antonym/Synonym Games; BrainPop Antonyms, Synonyms, Homonyms

A

V

Determine the meaning of unfamiliar words and multiple meaning words using context clues, dictionaries, and glossaries. Multiple Meaning Word Activities

A

V

Select appropriate synonyms, antonyms, and homonyms within context. Game with list of Synonyms ; Synonym, Antonym, and Homonym Game

D

Foster word consciousness (e.g., word play, word walls, and word sorts).

D

Continue to use context clues to determine the correct meaning/usage of multiple meaning words.

D

Set a purpose for reading (e.g., to understand, enjoy, solve problems, and locate specific information/facts).

A

MG

Make predictions about the text. Making Predictions; Graphic Organizer

D

Make predictions about the text using text features (e.g., title, author, illustrations, and text format).

I

Relate text to personal and historical experiences, current events, as well as previously read print and nonprint media.

A

V

Recognize and use grade appropriate vocabulary within text. Academic Vocabulary ; Vocabulary Worksheets

A

MG

Select questions to clarify thinking. Be A Reporter!;  The Art of Asking Good Questions ; Questioning Toolkit

D

Predict outcomes based on prior knowledge and adjusting appropriately.

D

Use self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).

D

Create mental images.

D

Make inferences, verify or modify the pre-reading purpose, draw conclusions based on evidence gained, and select main idea and supporting details from text. Inference Practice

A

MG

Identify the author’s purpose (e.g., to entertain, inform, persuade, and share feelings).  Author’s Purpose

I

State reasonable generalizations in reference to two pieces of text on a similar topic.

I

Locate information to support opinions, predictions, and conclusions.

A

MG

Recognize cause and effect relationships within context. Graphic Organizer ; More Graphic Organizers ;  Using Jimmy’s Boa to Teach Cause and Effect

A

MG

Evaluate texts for elements of fact/opinion and reality/fantasy.  Fact/Opinion Short Quiz; Fact/Opinion Graphic Organizer ; Create a Magical Creature

D

Distinguish between fact and opinion within text.

I

Identify and interpret figurative language (e.g., idioms, similes, metaphors, and personification).

I

Recognize the theme of a single passage.

D

Read for literary experience, to gain information, to perform a task, and to expand vocabulary.

D

Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, and nonfiction) and media (e.g., photographs, the arts, films, and video) genres.

I

Use and discern appropriate reference sources in various format (e.g., interviews with family and community, encyclopedias, card/electronic catalogs, almanacs, magazines, and newspapers).

A

T

Identify the most reliable sources of information for preparing a report. What’s At the Library?

A

MG

Determine appropriate inferences and draw conclusions from texts. Making Inferences Examples; More Examples With Conclusions ;

D

Compare and contrast literary works.

I

Use current technology as a research and communication tool for personal interest, research, and clarification.

I

Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites).

D

Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.

A

T

Interpret information using a chart, map, or timeline. Creating a Timeline ;  Creating Charts and Graphs

I

Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, and magazines) on daily life.

D

Gather and record information on a research topic using two different sources.

A

T

Locate information to support opinions, predictions, and conclusions. Discussion Web article

A

T

Select sources from which to gather information on a given topic. BrainPop

D

Develop and maintain vocabulary specific to content and to current events.

A

T

Use table of contents, title page, and glossary to locate information. Overview

D

Use available text features (e.g., maps, charts, graphics, appendices, tables of contents, glossaries and illustrations) to make meaning from text.

A

T

Use available text features (e.g., graphics, glossaries and illustrations) to make meaning from text. Time for Kids Text Features

A

T

Use headings, graphics, and captions to make meaning from text

D

Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).

D

Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, and asking for help).

D

Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, and biographies).

D

Determine the problem of a story, discover its solution, and consider alternate solutions.

A

C

Determine the problem of a story and discover its solution. Problem/Solution graphic organizer;

I

Sequence the events of a selection from beginning to end, determining how the incidents are connected, and lead to a solution/conclusion. Sequence of Events

A

C

Indicate the sequence of events in print (fiction and nonfiction) and in nonprint texts. Making Homemade Pizza; Sequencing Fun

A

C

Identify character, setting, and plot in a passage. History Frames/Story Maps; Story Mapping

D

Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances.

I

Make inferences about print and nonprint text.

I

Compare and contrast events and characters using evidence cited from print and nonprint text(s).

D

Compare and contrast different versions/representations of the same story/events that reflect different cultures.

I

Distinguish between first and third person points of view.

I

Explore the concept of theme.

D

Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, and personification).

D

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

I

Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments.

D

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

A

WP

Identify the audience for which a text is written. Writing for Future Fourth Graders; Writing for an Audience

I

Retell a story from a different point of view.

A