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Reading
Strand 1: Reading Process
Reading Process consists of the five critical components of reading, which are Phonemic
Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.
Concept 1: Print Concepts
Demonstrate understanding
of print concepts
- Recognize that print represents spoken language and conveys meaning (e.g., his/her own name, Exit and Danger
signs).
- Hold a book right side up and turn pages in the correct direction.
- Start at the top left of the printed page, track words from
left to right, using return sweep, and move from the top to the bottom of the page.
- Identify different parts of a book (e.g., front
cover, back cover, title page) and the information they provide.
- Distinguish between printed letters and words.
- Recognize that spoken
words are represented in written language by specific sequences of letters.
- Recognize the concept of words by segmenting spoken sentences
into individual words.
- Demonstrate the one-to-one correlation between a spoken word and a printed word.
Concept 2: Phonemic Awareness
Identify and manipulate the sounds of speech.
- Distinguish spoken rhyming words from non-rhyming words (e.g., run, sun versus
run, man).
- Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?)
- PO 3. Orally produce groups of words
that begin with the same initial sound
- Blend two or three spoken syllables to say words.
- Blend spoken simple onsets
and rimes to form real words (e.g., onset /c/ and rime/at/ makes cat).
- Blend spoken phonemes to form a single syllable word (e.g.,
/m/…/a/…/n/…makes man).
- Identify the initial and final sounds (not the letter) of a spoken word.
- Segment one-syllable words into its
phonemes, using Manipulatives to mark each phoneme (e.g., dog makes /d/…/o/…/g/ while the student moves a block
or tile for each phoneme).
Concept 3: Phonics
Decode words, using knowledge of phonics, syllabication, and word parts
- Identify
letters of the alphabet (upper and lower case).
- Recognize that a new word is created when a specific letter is changed, added, or removed.
- Say
letter sounds represented by the single-lettered consonants and vowels.
Concept 4: Vocabulary
Acquire
and use new vocabulary in relevant contexts
- Determine what words mean from how they are used in a sentence, heard or read.
- Sort
familiar words into basic categories (e.g., colors, shapes, foods).
- Describe familiar objects and events in both general and specific
language.
Concept 6: Comprehension Strategies
- Make predictions based on title, cover, illustrations, and text.
- Derive
meaning from books that are highly predictable, use repetitive syntax, and have linguistic redundancy
Strand 2: Comprehending Literary Text
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a
variety of literature
Concept 1: Elements of Literature
Identify, analyze, and apply knowledge of the structures and elements
of literature
- Participate (e.g., react, speculate, join in, read along) when predictably patterned selections of fiction and
poetry are read aloud.
- Identify elements of a story, including characters, setting, and key events.
- Retell or re-enact a story, placing
the events in the correct sequence.
- Determine whether a literary selection, that is heard, is realistic or fantasy.
Strand
3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that
are required to understand the wide array of informational text that is a part of our day-to-day experiences.
Concept 1: Expository Text
Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
- Identify the purpose
for reading expository text.
- Restate facts from listening to expository text.
- Respond appropriately to questions based on facts in expository text, heard or read.
- Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
- Sequentially follow a
two or three-step set of directions (e.g., recipes, center directions, classroom procedures, science experiments) using picture clues.
- Identify signs, symbols, labels, and captions in the environment.