Apply knowledge of how print is organized and read. Apply phonetic principles to reading. Use word patterns to read words

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1 SY COURSE TITLE: Reading Grade 1 Reading is the priority in first grade. The first grade student will be immersed in a printrich environment to develop an awareness of print materials as sources of information and enjoyment. The student will use a variety of strategies, including phonics, to read new words. The student will read familiar selections aloud with fluency and expression. The student will continue to develop an understanding of character, setting, theme, and story sequence by reading and discussing a variety of texts. Vocabulary and comprehension will increase as the student reads and responds to different printed materials. The student will demonstrate comprehension of fiction and nonfiction through classroom discussion and retelling. The student will become an independent reader by the end of the first grade. Apply knowledge of how print is organized and read Apply phonetic principles to reading Use beginning / ending consonants, vowel sounds, blends, and diagraphs to read single-syllable words Blend beginning, middle, and ending sounds to read and recognize words Use word patterns to read words Integrate phonetic strategies, meaning clues, and language structure when reading Read and comprehend a variety of fiction and nonfiction selections Set a purpose for reading Make predictions Read familiar stories, poems or passages with fluency and expression Read with accuracy and self-correct when necessary Retell stories and events Identify the theme or main idea of a reading selection Use simple reference materials

2 COURSE TITLE: Reading Grade 2 Reading continues to be a priority in second grade. The student will be immersed in a print-rich environment, filled with fiction and nonfiction selections, which relate to all areas of the curriculum and interest. The student is an active participant in reading. Comprehension strategies will be applied in all subjects, as the student is asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects. Apply phonetic strategies when reading Use knowledge of consonants, consonant blends, consonant diagraphs, and common vowel patterns to read words Use knowledge of prefixes, suffixes, simple abbreviations, contractions and singular possessives when reading Read regular multi-syllabic words Use meaning clues and language clues when reading Read and comprehend a variety of fiction and nonfiction selections Make connections between what is read to previous experiences Set a purpose for reading Make and confirm predictions Reread and self-correct when necessary Describe characters, setting, and important events in fiction and poetry Identify the problem, solution, and main idea of a reading selection Locate information to answer questions Demonstrate comprehension of information in reference materials

3 COURSE TITLE: Reading Grade 3 Reading continues to be a priority in third grade. The student will read a variety of fiction and nonfiction literature, which relates to all areas of the curriculum. The student is an active participant in reading. Reading comprehension strategies will be applied in all subject areas. In addition, the student will gather and use information from print and non-print sources. Apply word-analysis skills when reading and writing Use knowledge of all vowel patterns and homophones Read regular multi-syllabic words Apply meaning clues, language structure, and phonetic strategies to read fiction and non-fiction materials Set a purpose for reading Make, confirm, and revise predictions Draw conclusions Make connections between reading selections and previous experiences Read fluently and accurately Reread and self-correct when necessary Compare and contrast settings, characters, and events Summarize major points found in fiction and non-fiction Organize information or events logically Demonstrate comprehension of information from a variety of print resources

4 COURSE TITLE: Reading Grade 4 In fourth grade, reading skills support an increased emphasis on content-area learning and utilization of resources in the media center, especially to locate and read primary sources of information. A significant percentage of reading material will relate to the study of math, science, history and social science. The student will also read classical and contemporary literature selections by a variety of authors. The student is an active participant in reading. The student will use text organizers, summarize information, formulate questions, and draw conclusions to demonstrate reading comprehension. Read fiction and nonfiction with fluency and accuracy Use knowledge of word origins; synonyms, antonyms and homonyms; and multiple meanings of words Use word reference materials including the glossary, dictionary and thesaurus Explain the author s purpose Identify major events and supporting details Read and demonstrate comprehension of fiction and nonfiction Describe the relationship between the text in fiction and previously read materials Describe the relationship between the content of nonfiction text and previously learned concepts or skills. Use text organizers such as type, headings, and graphics to predict and categorize information Make inferences and draw conclusions from text Demonstrate comprehension of information resources to research a topic including constructing questions about a topic and collecting, evaluating and synthesizing information

5 COURSE TITLE: Reading Grade 5 In fifth grade, reading skills continue to support an increased emphasis on content-area learning and utilization of resources in the media center, especially to locate and read primary sources of information. The student will read texts in all subjects and will acquire information to answer questions, generate hypotheses, make inferences, support opinions, confirm predictions, and formulate conclusions. The student is an active participant in reading. The fifth grade student will continue to develop an appreciation for literature by reading a variety of fiction and nonfiction selections. Use context to clarify meaning of unfamiliar words Use knowledge of root words, prefixes and suffixes Use dictionary, glossary, thesaurus and other word reference materials Read and demonstrate comprehension of fiction and nonfiction Describe the relationship between the text in fiction and previously read materials Describe character and plot development Describe the characteristics of free verse, rhymed, and patterned poetry Describe how the author s choice of vocabulary and style contribute to the quality and enjoyment of selections Use text organizers such as type headings and graphics to predict and categorize informational text Locate information to support opinions, predictions, and conclusions Identify cause-and-effect relationships and compare-and-contrast relationships Demonstrate comprehension of information resources to research a topic including taking notes and organizing information on charts, maps, and graphs

6 COURSE TITLE: Developmental Reading None Developmental reading is a general reading improvement course designed to develop specific reading skills for high school students such as reading comprehension, critical thinking, functional reading, developmental spelling, and study skills. The goal of this course is to better prepare students for the reading demands placed on them by the high school curriculum and beyond. This course may be taken for ½ credit per semester. Students may take two semesters of Developmental Reading I and two semesters of Developmental Reading II. This course meets the criteria for elective credit towards the Standard or Advanced Studies Diploma.