Key

Reporting

Category

M

Model active listening in both formal and informal settings.

M

Know and use rules for conversations.

M

Formulate and respond to questions from teachers and classmates.

M

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

D

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

D

Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.

D

Use correct stress, pitch, and rate in oral reading and presenting.

D

Use a variety of nonverbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, and eye contact).

A

T

Use common text features to make meaning from text (newspapers and textbooks).  Captions  Newspaper Sections  Reading Headlines

A

T

Locate information using available features. Advertisements  Maps

D

Use the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, and sidebars).

A

MG

Recognize that purpose determines text format.  Comparative Exercises 

M

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

A

T

Identify patterns of rhyme and rhythm. Poetry PowerPoint

A

T

Analyze the effects of sound in context (e.g., alliteration, onomatopoeia, accent, rhyme, and repetition Concept Map  Poetic Devices Interactive Quiz#1 Interactive Quiz #2  Interactive Quiz #3  Interactive Quiz #4  Interactive Quiz #5  Interactive Quiz #6

A

V

Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context. Jellyfish  Prefixes  Remainder the Dog  Suffixes  More on Suffixes

D

Use context clues to determine unknown words and to discriminate between multiple meaning words.

A

V

Choose the correct meaning of multiple meaning words in context.  Context is Key  Multiple Meaning Words 

Words with Multiple Meanings

D

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

D

Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g., paired reading, choral reading, read alongs, and readers’ theater).

M

Participate in guided reading.

M

Read using appropriate pronunciation, expression, and rate.           

M

Adjust speed based on the purpose for reading.

M

Read independently daily.

D

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

D

Build vocabulary by reading from a wide variety of print and nonprint texts and literary genres.

A

V

Use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words within context. Acronym Finder  Free Dictionary  Roget’s II  Your Dictionary

A

V

Select appropriate synonyms, antonyms, and homonyms. Antonyms  Synonyms Interactive Synonyms

M

Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and new and unusual words to share).

I

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

A

V

Specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.

D

Use the correct word to complete an analogy.

D

Recognize widely used foreign words (e.g., bon jour, hasta la vista).

D

Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, and to discover models for writing).

D

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

D

Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).

D

Identify the importance and significance of the reading selections to learning and life.

D

Define significant words to be encountered in the text.

A

V

Recognize and use grade appropriate and/or content specific vocabulary within context. Vocabulary Vocabulary II  Vocabulary III  Jigsaw I  Jigsaw II  Jigsaw III  Jigsaw IV  Jigsaw V  Jigsaw VI

D

Relate text to prior personal experience or opinions as well as previously read print and nonprint texts.

A

MG

Select questions to clarify thinking.  Asking Questions  Questioning Toolkit

A

MG

Predict future events of a passage. What Comes Next?  The World's Greatest Contralto

D

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

D

Read between the lines (e.g., stating implied information). Advertisements

D

Create mental pictures from abstract information.

A

MG

Draw inferences from selected texts. Inference Practice  Interactive Inference  Being a Critical Reader  Advertisements  What Are They Selling?

D

Verify or modify pre-reading purpose as appropriate.

D

Interact with text (e.g., mark the text, use post-it notes, ask questions, and make comments within the texts.)

A

MG

Indicate sequence of events in print and nonprint texts.  Sequence Worksheets

A

C

Determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.

What’s the Big Idea  Main Idea  Big Idea

A

C

Determine the author’s purpose for writing a selection (e.g., to inform, to persuade, to entertain, or to share emotions).

D

Discuss similarities and differences in events and characters from different reading selections.

A

T

Locate and verify information to support predictions, ideas, opinions, and conclusions.

A

MG

Identify stated or implied cause and effect relationships.  The New Addition 

A

C

Determine whether a given statement within a passage is fact or fiction. Desert Tortoise  Nelson Mandela  The Big Bad Wolf

A

T

Analyze the use of similes, metaphors, personification, and hyperbole within context. Similes  Metaphor Video  Do You Know Your Similes  Figurative Language Figurative Language Quiz  Metaphor Quiz  Simile/Metaphor Quiz Metaphor Quiz Quia Metaphor Quiz

D

Demonstrate an understanding of stated and implied themes and recognizing that themes recur throughout literature.

D

Reflect upon comprehension strategies used to make meaning from texts.

D

Make connections among various print (e.g., other stories) and nonprint texts (e.g., movies, photographs, and artwork).

D

Make connections among the various literary genres and themes with personal, historical, and cultural experiences.

D

Use appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, and Internet).

D

Use media (e.g., on-line catalog, nonfiction books, encyclopedias, CD-ROM, references, and Internet) to view, read, and represent information.

D

Use current technology (e.g., the Internet, CD-ROMS, and online catalogs) as a research communication tool.

D

Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedias, periodicals, and procedural manuals).

A

T

Select sources from which to gather information on a given topic and determine their reliability.

I

Distinguish between primary and secondary source documents.

D

Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.

M

Use skimming and scanning skills.

D

Retrieve, organize, and represent information to demonstrate knowledge acquired.

D

Develop notes that include important concepts, summaries, and identification of reference sources.

D

Identify various forms of media and consider their impact on daily life.

A

T

Recognize common propaganda techniques (i.e., bandwagon, loaded words, and testimonials).

A

MG

Evaluate text for fact and opinion.

I

Use a variety of materials to prepare a research paper that includes a title page and list of sources.

D

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

D

Continue to apply comprehension skills and strategies to informational text in the content areas.

D

Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).

D

Interact with the text (e.g., mark the text, use post-it notes, ask questions, and make comments within the text).

D

Analyze the reliability of sources by examining the author’s background.

D

Read independently for a variety of purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D

Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, and nonfiction of high interest) and media (e.g., music, films, videos, documentaries, the arts, and photographs) genre.

A

C

Distinguish among various literary genres (poetry, drama, fiction, and nonfiction). Guess the Genre

D

Identify the theme and determine if theme is stated or implied.

D

Recognize that certain themes recur and be familiar with commonly recurring themes.

I