GROUP READING ASSESSMENT AND DIAGNOSTIC EVALUATION 2001 GRADE RESOURCE LIBRARY 2002 READING FLUENCY INDICATOR 2004

Transcription

1 GROUP READING ASSESSMENT AND DIAGNOSTIC EVALUATION 2001 GRADE RESOURCE LIBRARY 2002 READING FLUENCY INDICATOR 2004 Correlated to VIRGINIA ENGLISH STANDARDS OF LEARNING GRADES PreK 6

2 TABLE OF CONTENTS MATERIALS LIST... i Correlation of Virginia standards to GRADE: GRADES P/K...1 GRADE GRADE GRADE GRADE GRADE GRADE Appendix A - Scientific Research Base Synopsis Appendix B - Scoring and Reporting Sample Software Print-outs Group Score Summary; Individual Score Summary; Parent Report; Individual Reading Progress Report; Group Diagnostic Analysis by Type (Sentence Comprehension Sample); Group Diagnostic Analysis by Type (Passage Comprehension Sample);Individual Diagnostic Analysis; Group Diagnostic Analysis by Item Appendix C - GRADE Technical Manual Contents Outline... 43

3 Materials used in this Virginia/Pearson AGS GLOBE Correlation: GRADE: Group Reading Assessment and Diagnostic Evaluation Levels P, K, 1, 2, 3, 4, 5, 6 All Form A (Form B tests same content with different test items and in a different order for spring administration comparison purposes) Reliable results pinpoint students individual reading levels Age Range: Prekindergarten through Adult Administration Time: minutes, as one session or in multiple, shorter sessions Scores/Interpretation: Percentile ranks, standard scores, grade equivalents, normal curve equivalents, stanines, and growth scale values Author: Kathleen T. Williams Senior Consultants: Jack Cassidy & S. Jay Samuels i

4 GRADE gives you everything you need for a complete cycle of assessment and focused reading instruction. Use the test to assess students baseline skills. Diagnostic Analysis worksheets help pinpoint strengths and weaknesses so you can target instruction. Correlated, reproducible intervention materials are available to measure and track reading growth. For children in prekindergarten and early elementary grades, GRADE offers subtests that focus on the critical early reading skills identified by the National Reading Panel. In later elementary grades through post-secondary assessment, the test battery continues to monitor fundamental reading skills. It is also the only test available that offers a listening comprehension subtest at all levels. This means that GRADE gives you the resources you need to consistently measure and document student reading levels and their response to your programmed reading instruction. GRADE was designed with a number of unique features that help you measure reading skills with confidence: Untimed subtests allow students to complete each section at their own pace, giving you an accurate picture of their skills Test design builds student confidence, placing hardest items toward the middle of each subtest so students work to a sense of completion and finish with some easier items Out-of-level testing allows you to assess very low- and very high-performing students at their functional level and identify skills they have mastered On-site scoring provides immediate feedback on students results Diagnostic score reports pinpoint student strengths and weaknesses Correlated remediation materials give you resources to improve students reading skills in weak areas Report reading progress GRADE also helps you report reading progress as required by federal and state guidelines. The assessment consistently measures student reading skills using Growth Scale Values. This makes it easy to track and report progress for individuals, classes, schools, or an entire district. In-depth, reliable scores GRADE delivers reliable reading diagnostics for individual students, but can be given in a group or classroom setting. Each GRADE level gives teachers diagnostic analyses that profile both individual and classroom strengths and weaknesses. And with two parallel forms per level, GRADE can also be used to follow progress and monitor growth throughout a student s education. GRADE provides all the tools you need to easily administer, score, and report accurate results: Diagnostics with score comparisons and narrative results The ability to score by hand or with local scoring software Scores in percentile ranks, standard scores, grade equivalents, normal curve equivalents, stanines, and growth scale values ii

5 Watch your students abilities grow With 11 levels, GRADE helps you confidently test prekindergarten to postsecondary students. At each level, GRADE identifies strengths and weaknesses for easy placement and intervention. And with parallel pre- and posttesting and consistent scoring throughout all levels, GRADE lets you track your students as their skills develop. GRADE scoring and reporting software View actual sample print-outs of these software reports in Appendix B of this document. Easy-to-use GRADE software provides local scoring and reporting capabilities. The software package includes spring and fall on-level and out-of-level normative scores for Levels P through M and allows for imported files for those who prefer to scan GRADE Answer Sheets or Student Booklets. Available reports include group and individual score summaries, group and individual diagnostic analyses for each subtest, and reports to parents and students. Score tests on-site for immediate on-screen or printed feedback you can use in your classroom: Flexible reporting options allow you to distill exactly the data you need Data fields on reports give you the option to make personalized comments to each student Rapidly convert raw scores to normative scores to obtain a meaningful measure of students' skills Choose individual or group reports to learn information about each student's progress or gain a global picture of group skills Detailed item analysis helps you pinpoint the skills your students need to work on Track and monitor student skill gains using Growth Scale Values that provide an accurate measure of growth over time to help you with reporting requirements for state and federal programs GRADE Scoring & Reporting Software SINGLE PC Version. Designed for the classroom teacher or a single school installation. Install on one computer and enter student data via keyboard or mouse. Quickly score and produce individual student or group reports. Data can be imported or exported. Track individual student or classroom reading progress. Complete range of GRADE reports. GRADE Out of Level Norms Supplement iii

6 The GRADE Out-of-Level Norms Supplement is a 205 page book of norm tables. The out-of-level norms in the supplement are for score conversions when students have been given a level of GRADE above or below their current grade of enrollment. ASSESS STUDENT PROGRESS TOWARD READING FIRST GOALS: GRADE offers scientifically based subtests and content that align with Reading First goals. Use this in-depth assessment to measure students reading skills as part of your Reading First program. The Reading First Assessment Co mmittee has created an Analysis of Reading Assessment Measures Coding Form - outlining the criteria Reading First programs should use to judge the technical adequacy of evaluation tools under consideration for use in their Reading First programs. This Reading First Assessment Committee Coding Form has been completed using GRADE (Group Reading Assessment and Diagnostic Evaluation), as an example. To view the Sample Reading Assessment Measures Coding Form please go to http: // DE3.pdf Materials, continued: GRADE RESOURCE LIBRARY (GRL) Available on CD-ROM for each of the 11 levels, the GRADE Resource Libraries provide a direct link from test results to intervention. Once you test students to pinpoint their strengths and weaknesses, use the extensive GRL to plan intervention strategies. GRL CD-ROM operates on Macintosh or Windows platforms. Choose from teacher-led activities, student worksheets, and more. All materials are reproducible, so you can simply print and copy the resources you need. The GRL for each level also contains a reading booklist with 500 authors and titles. Within each level, the booklist is separated into different comprehension categories. Those categories by level are as follows: Level P - Alphabet, Cause & Effect, Compare & Contrast, Concepts, Main Idea/Detail, Phonics/Decoding, and Rhyming Level K - Cause & Effect, Compare & Contrast, Main Idea/Detail, Phonics/Decoding, and Rhyming Level 1 - Cause & Effect, Compare & Contrast, Drawing Conclusions, Main Idea/Detail, Phonics/Decoding, and Rhyming Level 2 - Cause & Effect, Chapter Books, Compare & Contrast, Drawing Conclusions, Main Idea/Detail, Making Inferences, Phonics/Decoding, and Rhyming Level 3 - Cause & Effect, Chapter Books, Compare & Contrast, Drawing Conclusions, Making Inferences, and Phonics/Decoding Level 4 - Cause & Effect, Chapter Books, Compare & Contrast, Drawing Conclusions, and Making Inferences Levels 5 through A - Cause & Effect, Compare & Contrast, Drawing Conclusions, and Making Inferences iv

7 Materials, continued: Reading Fluency Indicator (RFI) This tool is a brief, individually administered assessment of oral reading fluency that measures rate, accuracy, comprehension, and prosody (proper expression). It consists of graded passages at all 9 levels that correspond to the levels on the GRADE (8 levels are used in the following Virginia correlation): Level P (emerging readers) Level K Levels 1-6 The RFI takes approximately minutes to administer. It yields information regarding a student s independent and instructional reading levels, including specific word recognition and comprehension abilities. As a criterion-referenced measure, the RFI is also a powerful tool to help teachers monitor and track each student's progress over time. Paired with the GRADE, the Reading Fluency Indicator contributes to a full measure of reading skills as recommended by the National Reading Panel. You can identify reading levels, obtain diagnostic information, plan appropriate instruction, and measure progress with these two easy-to-use tests from AGS Globe. v

8 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K STRAND: ORAL LANGUAGE STANDA RD K.1 The student will demonstrate growth in the use of oral language. a) Listen to a variety of literary forms, including stories and poems. GRADE: Listening Comprehension #1-18 GRL Activities: PLC-A01, PLC-A02a to PLC-A05 GRADE: Listening Comprehension #1-18 GRL Activities: KLC-A02a to KLC-A08b b) Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns. GRADE: Recognize Rhyming: Rhyming #1-14 GRL Activities: PPA-A01 to PPA-A03 GRL Worksheets: PPA-W01a to PPA-W01h Booklist: Rhyming GRADE: Recognize Rhyming: Rhyming #1-14 GRL Activities: KPA-A01a to KPA-A01e, KLC- A06 GRL Worksheets: KPA-W01a to W02f, KPA- W07, KDC-W02, KDC-W03f, KDC-W01a Booklist: Rhyming c) Participate in creative dramatics. GRL Activities: KLC-A06 d) Begin to discriminate between spoken sentences, words, and syllables. GRL Booklists: Phonics/Decoding RFI: Pages i, 1-5 e) Recognize rhyming words. GRADE: Rhyming #1-14 GRL Activities: PPA-A01 to PPA-A03 GRL Worksheets: PPA-W01a to PPA-W01h Booklist: Rhyming f) Generate rhyming words in a rhyming pattern. GRADE: Rhyming #1-14 Recognizes: GRL Activities: PPA-A01 to PPA-A03 GRL Worksheets: PPA-W01a to PPA-W01h Booklist: Rhyming STANDA RD K.2 The student will use listening and speaking vocabularies. a) Use number words. b) Use words to describe/name people, places, and things. c) Use words to describe location, size, color, and shape. d) Use words to describe actions. Speaking vocabularies are not included in GRADE and GRL. Reading: GRL: Booklists: Alphabet, Phonics/ Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts GRADE: Print Awareness #1-4 GRL Activities: KEL-A10 GRL Worksheets: KEL-W04a to KEL-W04d Booklists: Phonics/Decoding RFI: Pages i, 6-8 GRADE: Rhyming #1-14 GRL Activities: KPA-A01a to KPA-A01e, KLC- A06 GRL Worksheets: KPA-W01a to W02f, KPA- W07, KDC-W02, KDC-W03f, KDC-W01a Booklist: Rhyming GRADE: Rhyming #1-14 GRL Activities: KPA-A03a to KPA-A03c GRL Worksheets: Booklist: Rhyming Speaking vocabularies are not included in GRADE and GRL. Reading: GRL: Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details GRADE: Group Reading and Diagnostic Evaluation Form A 1

9 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K e) Ask about words not understood. f) Follow one-step and two-step directions. GRADE: Verbal Concepts #1-10 Picture Matching #1-10 Rhyming #1-14 Picture Differences #1-8 Picture Categories #1-10 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Activities: PLC-A02a to PLC-A02h GRADE: Same Words #1-5 Different Words #1-4 Rhyming #1-14 Print Awareness #1-4 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Letter Recognition #1-11 Phoneme-Grapheme/Initial #1-8; Final #1-8 Word Reading #1-10 Listening Comprehension #1-18 GRL Activities: KLC-A02a to KLC-A02b g) Begin to ask how and why questions. Speaking vocabularies are not included in GRADE and GRL. Speaking vocabularies are not included in GRADE and GRL. STANDA RD K.3 Oral communication skills are not assessed Oral communication skills are not assessed within The student will build oral communication skills. STANDA RD K.4 The student will hear, say, and manipulate phonemes (small units of sound) of spoken language. a) Identify orally words that rhyme. within GRADE. GRADE: Rhyming #1-14 GRL Activities: PPA-A01 to PPA-A03 GRL Worksheets: PPA-W01a to PPA-W01h Booklist: Rhyming b) Identify words orally according to shared beginning or ending sounds. GRADE: Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Rhyming #1-14 GRL Activities: PPA-A03a to PPA-A08b GRL Worksheets: PPA-W01a to PPA-W04c c) Blend sounds orally to make words or syllables. GRL Booklists: With Teacher support: Alphabet, Phonics/ Decoding, Rhyming, GRADE. GRADE: Rhyming #1-14 GRL Activities: KPA-A01a to KPA-A01e, KLC- A06 GRL Worksheets: KPA-W01a to W02f, KPA- W07, KDC-W02, KDC-W03f, KDC-W01a Booklist: Rhyming GRADE: Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Rhyming #1-14 Phoneme-Grapheme/Initial #1-8; Final #1-8 GRL Activities: KPA-A05a to KPA-W06c, KPA-A10a to KPA-A10c, KPGC-A03a to KPGC-A04b GRL Worksheets: KPA-W03a to KPA-W03b, KPA-W08a to KPA-W09, KGC-W01a to KGC- W02c, KDC-W03a to KDC-W03e GRADE: GRL Activities: KPA-A04, KPGC-A01 to GRADE: Group Reading and Diagnostic Evaluation Form A 2

10 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts RFI: Pages i, 1-5 KPGC-A02c GRL Booklists: With Teacher support: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 d) Divide one-syllable words into sounds (phonemes). GRL Activities: KPA-A08a to KPA-A09b e) Divide words into syllables. GRL Activities: KPA-A09a to KPA-A09b STRAND: READING STANDA RD K.5 The student will understand how print is organized and read. a) Hold print materials in the correct position. GRADE: This skill is required of students for all subtests: Verbal Concepts #1-10 Picture Matching #1-10 Rhyming #1-14 Picture Differences #1-8 Picture Categories #1-10 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Activities: All activities GRL Worksheets: All worksheets Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts RFI: Pages i, 1-5 b) Identify the front cover, back cover, and title page of a book. GRL: With Teacher support: Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts c) Follow words from left to right and from top to bottom on a printed page. Tracking pictures from left to right and from top to bottom: GRADE: Verbal Concepts #1-10 Picture Matching #1-10 Rhyming #1-14 Picture Differences #1-8 GRADE: This skill is required of students for all subtests: Same Words #1-5 Different Words #1-4 Rhyming #1-14 Print Awareness #1-4 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Letter Recognition #1-11 Phoneme-Grapheme/Initial #1-8; Final #1-8 Word Reading #1-10 Listening Comprehension #1-18 GRL Activities: All activities; specifically KEL- A09 GRL Worksheets: All worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 GRL Activities: KEL-A09 With Teacher support: Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details GRADE: Print Awareness #1-4 Letter Recognition #1-11 Word Reading #1-10 GRL Activities: All Activities GRL Worksheets: All worksheets GRADE: Group Reading and Diagnostic Evaluation Form A 3

11 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K Picture Categories #1-10 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Worksheets: PCB-W05 Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts RFI: Pages i, 1-5 Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 d) Match voice with print: syllables, words, and phrases. RFI: Pages i, 1-5 RFI: Pages i, 6-8 STANDA RD K.6 The student will demonstrate an understanding that print makes sense. a) Explain that printed materials provide information. Student demonstrates knowledge of printed materials: GRADE: Verbal Concepts #1-10 Picture Matching #1-10 Rhyming #1-14 Picture Differences #1-8 Picture Categories #1-10 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Activities: All activities GRL Worksheets: All worksheets Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts RFI: Pages i, 1-5 b) Identify common signs and logos. c) Read ten high-frequency words. GRL Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts RFI: Pages i, 1-5 Student demonstrates knowledge of printed materials: GRADE: Same Words #1-5 Different Words #1-4 Rhyming #1-14 Print Awareness #1-4 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Letter Recognition #1-11 Phoneme-Grapheme/Initial #1-8; Final #1-8 Word Reading #1-10 Listening Comprehension #1-18 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 GRADE: Word Reading #1-10 GRL Worksheets: KDC-W01a to KDC-W03k Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 d) Read and explain own writing and drawings. GRL Activities: KLC-A02a to KLC-A02b STANDA RD K.7 GRL Activities: PCB-A09 GRADE: Letter Recognition #1-11 GRADE: Group Reading and Diagnostic Evaluation Form A 4

12 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. Booklist: Alphabet GRL Activities: KEL-A01 to KEL-A08b GRL Worksheets: KEL-W01a to KEL-W01o, KEL-W03a to KEL-W03r RFI: b) Match consonant and short vowel sounds to appropriate letters. GRADE: GRL Activities: PPA-A06 to PPA-A08b GRL Worksheets: PPA-W02 to PPA-W03d Booklist: Alphabet, Phonics/Decoding RFI: Pages i, 1-5 c) Identify beginning consonant sounds in single-syllable words. GRADE: Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 GRL Activities: PPA-A06 to PPA-A08b GRL Worksheets: PPA-W02 to PPA-W03d Booklist: Alphabet, Phonics/Decoding RFI: Pages i, 1-5 STANDA RD K.8 The student will demonstrate comprehension of fiction and nonfiction. a) Use pictures to make predictions about content. GRADE: Picture Matching #1-10 Rhyming #1-14 Picture Differences #1-8 Picture Categories #1-10 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts Booklist: Alphabet GRL Activities: KEL-A04a to KEL-A04b, KPGC-A03a to KPGC-A04b GRL Worksheets: KPA-W03a to KPA-W09, KDC-W01a to KDC-W03b Booklist: Alphabet, Phonics/Decoding RFI: Pages i, 6-8 GRADE: Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Phoneme-Grapheme/Initial #1-8; Final #1-8 GRL Activities: KEL-A04 to KEL-A04b, KPGC-A03a to KPGC-A03c GRL Worksheets: KPA-W03a to KPA-W03b, KPGC-W01a to KPGC-W02c, KDC-W01b to KDC-W01c Booklist: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages i, 6-8 GRADE: Rhyming #1-14 Sound Matching/beginning: #1-6; Sound Matching/ending #1-6 Listening Comprehension #1-18 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details RFI: Pages 6, 7 GRADE: Group Reading and Diagnostic Evaluation Form A 5

13 KINDERGARTEN ENGLISH STANDA RDS OF LEVELS P AND K GRADE, GROUP RESOUR C E LIB RA RY, RFI LEARNING KINDERGARTEN LEVEL P LEVEL K RFI: Pages 1, 3 b) Retell familiar stories, using beginning, middle, and end. GRL Activities: KLC-A07 c) Discuss characters, setting, and events. d) Use story language in discussions and retellings. GRL Activities: KLC-A07 e) Identify what an author does and what an illustrator does. With teacher support: GRL Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts With teacher support: GRL Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details f) Identify the topics of nonfiction selections. GRL Activities: PLC-A01 With teacher support: GRL Booklists: Alphabet, Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Concepts With teacher support: GRL Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details VIRGINIA ENGLISH LANGUAGE ARTS GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI STRAND: ORAL LANGUAGE STANDA RD 1.1 The student will continue to demonstrate growth in the use of oral language. GRADE: Listening Comprehension #1-17 GRADE: Group Reading and Diagnostic Evaluation Form A 6

14 GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI a) Listen and respond to a variety of media, including books, audiotapes, videos, and other GRL Activities: 1LC-A01a to 1LC-A04 age-appropriate materials. b) Tell and retell stories and events in logical order. GRL Activities: 1LC-A02a GRL Worksheets: 1PC-W02a to 1PC-W02f c) Participate in a variety of oral language activities, including choral speaking and reciting Oral language falls outside the scope of GRADE. short poems, rhymes, songs, and stories with repeated patterns. d) Express ideas orally in complete sentences. STANDA RD 1.2 The student will continue to expand and use listening and speaking vocabularies. a) Increase oral descriptive vocabulary. Oral language falls outside the scope of GRADE. b) Begin to ask for clarification and explanation of words and ideas. GRL Worksheets: 1VOC-W03e c) Follow simple two-step oral directions. GRADE: Following oral directions is required throughout GRADE: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 Listening Comprehension #1-17 GRL Activities: 1PC-A01c, A01K, 1LC-A01a to 1LC-A04 GRL Worksheets: 1SC-W03a to 1SC-W04d d) Give simple two-step oral directions. Oral language falls outside the scope of GRADE. e) Use singular and plural nouns. STANDA RD 1.3 The student will adapt or change oral language to fit the situation. Oral language falls outside the scope of GRADE. a) Initiate conversation with peers and adults. b) Follow rules for conversation. c) Use appropriate voice level in small-group settings. d) Ask and respond to questions in small-group settings. STANDA RD 1.4 The student will orally identify and manipulate phonemes (small units of sound) in GRADE: syllables and multisyllabic words. GRL Activities: 1DC-A03a to 1DC-A03c a) Count phonemes (sounds) in syllables or words with a maximum of three syllables. Booklists: Phonics/Decoding b) Add or delete phonemes (sounds) orally to change syllables or words. GRL Activities: 1DC-A02 GRL Worksheets: 1DC-W01a, 1DC-W05a to 1DC-W05c Booklists: Phonics/Decoding c) Create rhyming words orally. Recognize rhyming words: GRL Worksheets: 1DC-W04a to 1DC-W04e GRADE: Group Reading and Diagnostic Evaluation Form A 7

15 GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Booklists: Rhyming d) Blend sounds to make word parts and words with one to three syllables. GRADE: The opportunity to blend sounds can be found in: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Worksheets: 1DC-W01a to 1DC-W02g, 1DC-W05a to 1DC-W05c Booklists: Phonics/Decoding RFI: Pages i, 9-12 STRAND: READING STANDA RD 1.5 The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. GRADE: This skill can be observed in every subtest: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 Listening Comprehension #1-17 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 b) Match spoken words with print. GRL Activities: 1LC-A01a to 1LC-A04 RFI: Pages i, 9-12 c) Identify letters, words, and sentences. GRADE: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 STANDA RD 1.6 The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. GRADE: The opportunity to decode can be found in: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRADE: Group Reading and Diagnostic Evaluation Form A 8

16 GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI GRL Activities: 1Dc-A01 to 1DC-A02, 1DC-A05 to 1DC-A06 GRL Worksheets: All Worksheets 1DC-W01 to 1DC-W02g Booklists: Phonics/Decoding RFI: Pages i, 9-12 b) Use two-letter consonant blends to decode and spell single-syllable words. GRADE: The opportunity to decode can be found in: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Worksheets: 1DC-W01a to 1DC-W02g, 1DC-W05a to 1DC-W05c Booklists: Phonics/Decoding RFI: Pages i, 9-12 c) Use beginning consonant digraphs to decode and spell single-syllable words. GRL Booklist: Phonics/Decoding RFI: Pages i, 9-12 d) Use short vowel sounds to decode and spell single-syllable words. GRADE: Decode: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1DC-A07 GRL Worksheets: 1DC-W05a to 1DC-W05c Booklists: Phonics/Decoding RFI: Pages i, 9-12 e) Blend beginning, middle, and ending sounds to recognize and read words. GRADE: Decode: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1DC-A01 to 1DC-A03c, 1DC-A05 to 1DC-A07 Booklists: Phonics/Decoding RFI: Pages i, 9-12 f) Use word patterns to decode unfamiliar words. GRADE: The opportunity to apply word patterns to decode can be found in Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1DC-A03a to 1DC-A03c GRL Worksheets: 1DC-W04a to 1DC-W04e GRADE: Group Reading and Diagnostic Evaluation Form A 9

17 GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Booklists: Phonics/Decoding RFI: Pages i, 9-12 g) Use compound words. h) Read and spell common, high-frequency sight words, including the, said, and come. Reading: GRADE: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1DC-A04, 1VOC-A02 GRL Worksheets: 1VOC-W01a to 1VOC-W05c Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 STANDA RD 1.7 The student will use meaning clues and language structure to expand vocabulary when reading. a) Use titles and pictures. GRADE: Passage Comprehension #1-24 GRL Activities: All Activities GRL Worksheets: All Worksheets Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages 9, 12 b) Use knowledge of the story and topic to read words. GRADE: The opportunity to use prior knowledge: Sentence Comprehension #1-19 Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 c) Use knowledge of sentence structure. GRADE: Sentence Comprehension #1-19 Passage Comprehension #1-24 GRL Activities: 1LC-A02a to 1LC-A02c, 1PC-A01a to 1PC-A01l GRL Worksheets: 1SC-W01a to 1SC-W06c, 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 d) Reread and self-correct. GRADE: The opportunity to reread and self-correct can be found in Sentence Comprehension #1-19 Passage Comprehension #1-24 GRADE: Group Reading and Diagnostic Evaluation Form A 10

18 GRADE 1 ENGLISH STANDA RDS OF LEARNING STANDA RD 1.8 The student will read familiar stories, poems, and passages with fluency and expression. STANDA RD 1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction. a) Preview the selection. LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI GRL Activities: 1LC-A02a to 1LC-A02c, 1PC-A01a to 1PC-A01l GRL Worksheets: 1SC-W01a to 1SC-W06c, 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 RFI: Pages i, 9-12 GRADE: The opportunity to preview selections can be found in Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 b) Set a purpose for reading. GRADE: Teacher sets purpose: Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 c) Relate previous experiences to what is read. GRADE: The opportunity to relate previous experiences can be found in Word Reading #1-20 Sentence Comprehension #1-19 Word Meaning #1-27 Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages i, 9-12 d) Make predictions about content. GRL Activities: 1PC-A01b, 1PC-A01f, 1PC-A01g, 1PC-A01h, 1PC-A01l Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, GRADE: Group Reading and Diagnostic Evaluation Form A 11

19 GRADE 1 ENGLISH STANDA RDS OF LEARNING LEVEL 1 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Main Idea/Details, Drawing Conclusions RFI: Pages 9, 12 e) Ask and answer who, what, when, where, why, and how questions about what is read. GRADE: Answer: Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l, 1LC-A04 GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages 9-12 f) Identify characters, setting, and important events. GRADE: Passage Comprehension #1-24 GRL Activities: 1PC-A01a to 1PC-A01l GRL Worksheets: 1PC-W01a to 1PC-W02f Booklists: Phonics/Decoding, Rhyming, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions RFI: Pages 9-12 g) Retell stories and events, using beginning, middle, and end. GRL Worksheets: 1PC-W02a to 1PC-W02f RFI: h) Identify the topic or main idea. GRADE: Passage Comprehension #6, 10, 21, 24 GRL Activities: 1PC-A01b, 1PC-A01d, 1PC-A01f Booklists: Main Idea/Details RFI: Pages 9-12 VIRGINIA ENGLISH LANGUAGE ARTS GRADE 2 ENGLISH STANDA RDS OF LEARNING STRAND: ORAL LANGUAGE STANDA RD 2.1. The student will demonstrate an understanding of oral language structure. STANDA RD 2.2 The student will continue to expand listening and speaking vocabularies. a) Use words that reflect a growing range of interests and knowledge. b) Clarify and explain words and ideas orally. LEVEL 2 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Oral language falls outside the scope of GRADE. Oral language falls outside the scope of GRADE. GRADE: Group Reading and Diagnostic Evaluation Form A 12

20 GRADE 2 ENGLISH STANDA RDS OF LEARNING LEVEL 2 GRADE, GROUP RESOUR CE LIB RA R Y, RFI c) Follow oral directions with three or four steps. GRADE: Listening Comprehension #1-17 GRL Activities: 2LC-A03 d) Give three-step and four-step directions. e) Identify and use synonyms and antonyms in oral communication. Identify in written form: GRL Activities: 2VOC-A02, 2VOC-A05 GRL Worksheets: 2VOC-W01a to 2VOC-W01c, 2VOC-W05a to 2VOC-W05b STANDA RD 2.3 The student will use oral communication skills. Oral language falls outside the scope of GRADE. STRAND: READING STANDA RD 2.4 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. GRADE: Decode: Word Reading #1-28 Word Meaning #1-27 Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 2WR-A01 to 2WR-A02, 2WR-A04a to 2WR-A04c, 2WR-A09 GRL Worksheets: 2WR-W05a to 2WR-W05g Booklists: Phonics/Decoding RFI: Pages i, b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. GRADE: Decode: Word Reading #1-28 Word Meaning #1-27 Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 2WR-A12, 2WR-A09 Booklists: Phonics/Decoding RFI: Pages i, c) Decode regular multisyllabic words. GRADE: Word Reading #1, 4, 6-9, 12-14, 20, 26 Word Meaning: #2, 4, 9, 14, 19, 21, 22, 25, 26 Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 2WR-A10, 2WR-A13, 2VOC-A04 GRL Worksheets: 2WR-W08a to 2WR-W08e, 2WR-W09a to 2WR-W09c Booklists: Phonics/Decoding RFI: Pages i, STANDA RD 2.5 The student will use meaning clues and language structure when reading. a) Use information in the story to read words. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences GRADE: Group Reading and Diagnostic Evaluation Form A 13

21 GRADE 2 ENGLISH STANDA RDS OF LEARNING LEVEL 2 GRADE, GROUP RESOUR CE LIB RA R Y, RFI RFI: Pages i, b) Use knowledge of sentence structure. GRADE: Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 2SC-A01a to 2SC-A3b GRL Worksheets: 2SC-W01a to W04c Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages i, c) Use knowledge of story structure and sequence. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages i, STANDA RD 2.6 The student will use language structure to expand vocabulary when reading. a) Use knowledge of prefixes and suffixes. GRADE: Prefix/Suffix used throughout: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages i, b) Use knowledge of contractions and singular possessives. GRADE: Concepts used in Passage Comprehension #1-28 GRL Activities: 2WR-A03 GRL Worksheets: 2WR-W03a to 2WR-W03b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages c) Use knowledge of simple abbreviations. d) Use knowledge of antonyms and synonyms. GRL Activities: 2VOC-A02, 2VOC-A05 GRL Worksheets: 2VOC-W01a to 2VOC-W01c, 2VOC-W05a to 2VOC-W05b STANDA RD 2.7 The student will read fiction and nonfiction, using a variety of strategies independently. a) Preview the selection by using pictures, diagrams, titles, and headings. GRADE: Passage Comprehension #5-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W05b Booklists: Chapter Books RFI: Pages 13, 14 b) Set purpose for reading. GRADE: Teacher sets purpose: Word Reading #1-28 Word Meaning #1-27 GRADE: Group Reading and Diagnostic Evaluation Form A 14

22 GRADE 2 ENGLISH STANDA RDS OF LEARNING LEVEL 2 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W05b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages c) Read stories, poems, and passages with fluency and expression. RFI: Pages d) Reread and self-correct when necessary. RFI: Pages STANDA RD 2.8 The student will read and demonstrate comprehension of fiction and nonfiction. a) Make predictions about content. GRADE: Passage Comprehension #5-28 GRL Activities: 2PC-A01i to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W02b, 2PC-W04a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages 13, 14 b) Read to confirm predictions. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01i to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W02b, 2PC-W04a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages c) Relate previous experiences to the topic. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01i to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W02b, 2PC-W04a to 2PC-W04g Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages d) Ask and answer questions about what is read. Answer questions: GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W05b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages e) Locate information to answer questions. The opportunity to demonstrate information location can be found in: GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRADE: Group Reading and Diagnostic Evaluation Form A 15

23 GRADE 2 ENGLISH STANDA RDS OF LEARNING LEVEL 2 GRADE, GROUP RESOUR CE LIB RA R Y, RFI GRL Worksheets: 2PC-W01a to 2PC-W05b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences f) Describe characters, setting, and important events in fiction and poetry. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W03 Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Main Idea/Details, Drawing Conclusions, Making Inferences RFI: Pages g) Identify the problem, solution, and main idea. GRADE: Passage Comprehension #1-28 GRL Activities: 2PC-A01a to 2PC-A01j GRL Worksheets: 2PC-W01a to 2PC-W01l Booklists: Main Idea/Details RFI: Pages VIRGINIA ENGLISH LANGUAGE ARTS GRADE 3 ENGLISH STANDA RDS OF LEARNING LEVEL 3 GRADE, GROUP RESOUR CE LIB RA R Y, RFI STRAND: ORAL LANGUAGE STANDA RD 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and GRADE: Listening Comprehension #1-17 summarizing what is said. GRL Activities: 3LC-A01 to 3LC-A06 b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned. Demonstrate listening skills: GRADE: Listening Comprehension #1-17 GRL Activities: 3LC-A01 to 3LC-A06 STANDA RD 3.2 The student will present brief oral reports. STRAND: READING STANDA RD 3.3 Oral language falls outside the scope of GRADE. GRADE: Word Reading #1-30 Sentence Comprehension #1-19 GRADE: Group Reading and Diagnostic Evaluation Form A 16

24 GRADE 3 ENGLISH STANDA RDS OF LEARNING The student will apply word-analysis skills when reading. a) Use knowledge of all vowel patterns. LEVEL 3 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Vocabulary #1-30 Passage Comprehension #1-28 GRL Worksheets: 3WR-W08a to 3WR-W09b Booklists: Phonics/Decoding RFI: Pages i, b) Use knowledge of homophones. GRL Worksheets: 3WR-W05 c) Decode regular multisyllabic words. Multisyllabic words can be found in most of the following: GRADE: Word Reading #1-30 Sentence Comprehension #1-19 Vocabulary #1-30 Passage Comprehension #1-28 GRL Activities: 3SC-A01 to 3SC-A04, 3PC-A01a to 3PC-A01m, 3PC-W01a to 3PC-W07e, 3SC-W01a to 3SC-W05d GRL Worksheets: 3WR-W07a to 3WR-W07c, 3WR-W03a to 3WR-W03b Booklists: Phonics/Decoding RFI: Pages i, STANDA RD 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. GRADE: Passage Comprehension #1-28 GRL Activities: 3PC-A01a to 3PC-A01m GRL Worksheets: 3PC-W01a to 3PC-W07e Booklists: Chapter Books RFI: Pages b) Set a purpose for reading. GRADE: Teacher sets purpose: Word Reading #1-30 Sentence Comprehension #1-19 Vocabulary #1-30 Passage Comprehension #1-28 GRL Activities: 3PC-A01a to 3PC-A01m GRL Worksheets: 3PC-W01a to 3PC-W07e Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages c) Apply meaning clues, language structure, and phonetic strategies. GRADE: Word Reading #1-30 Sentence Comprehension #1-19 Vocabulary #1-30 Passage Comprehension #1-28 GRL Activities: 3WR-A01a to #WR-A06b, 3VOC-A01 to 3VOC-A09, 3SC- GRADE: Group Reading and Diagnostic Evaluation Form A 17

25 GRADE 3 ENGLISH STANDA RDS OF LEARNING LEVEL 3 GRADE, GROUP RESOUR CE LIB RA R Y, RFI A01 to 3SC-A04, 3PC-A01a to 3PC-A01m GRL Worksheets: 3WR-W02a to 3WR-W09b, 3VOC-W01 to 3VOC-W10c, 3SC-W01a to 3SC-W05d, 3PC-W01a to 3PC-W07e Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages d) Use context to clarify meaning of unfamiliar words. GRADE: Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 3PC-A01a to 3PC-A01m, 3SC-A01 to 3SC-A04 GRL Worksheets: 3PC-W01a to 3PC-W07e, 3SC-W01a to 3SC-W05d Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages e) Read fiction and nonfiction fluently and accurately. RFI: Pages f) Reread and self-correct when necessary. RFI: Pages STANDA RD 3.5 The student will read and demonstrate comprehension of fiction. a) Set a purpose for reading. GRADE: Passage Comprehension #1-8, 13-16, GRL Activities: 3PC-A01c, 3PC-A01j, 3PC-A01l GRL Worksheets: 3PC-W03a to 3PC-W04b, 3PC-W06 Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages b) Make connections between previous experiences and reading selections. GRADE: Passage Comprehension #1-8, 13-16, GRL Activities: 3PC-A01c, 3PC-A01j, 3PC-A01l GRL Worksheets: 3PC-W03a to 3PC-W04b, 3PC-W06 Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages c) Make, confirm, or revise predictions. GRADE: Passage Comprehension #4, 8 GRL Activities: 3PC-A01c, 3PC-A01j, 3PC-A01l GRL Worksheets: 3PC-W03a to 3PC-W04b, 3PC-W06 Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages d) Compare and contrast settings, characters, and events. Booklists: Compare & Contrast e) Identify the author s purpose. GRADE: Passage Comprehension #17, 23 GRL Activities: 3PC-A01c to 3PC-A01d GRADE: Group Reading and Diagnostic Evaluation Form A 18

26 GRADE 3 ENGLISH STANDA RDS OF LEARNING LEVEL 3 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences f) Ask and answer questions. GRADE: Answer: Passage Comprehension #1-8, 13-16, GRL Activities: 3PC-A01c, 3PC-A01j, 3PC-A01l, 3SC-A04 GRL Worksheets: 3PC-W03a to 3PC-W04b, 3PC-W06 Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages g) Draw conclusions about character and plot. GRADE: Passage Comprehension #1-8, 13-16, GRL Worksheets: 3PC-W03a to 3PC-W03c Booklists: Drawing Conclusions RFI: Pages h) Organize information and events logically. GRADE: Sequence: Passage Comprehension #1, 4, 8, 16, 26 GRL Activities: 3SC-A01 to 3SC-A03 GRL Worksheets: 3PC-W04a to 3PC-W04b, 3SC-W01a to 3SC-W05d Booklists: Chapter Books i) Summarize major points found in fiction materials. GRL Activities: 3PC-A01c Booklists: Chapter Books RFI: Pages j) Understand basic plots of fairy tales, myths, folktales, legends, and fables. STANDA RD 3.6 The student will continue to read and demonstrate comprehension of nonfiction. a) Identify the author s purpose. GRADE: Passage Comprehension #17, 23 GRL Activities: 3PC-A01d GRL Worksheets: 3PC-W02, 3PC-W05b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences b) Make connections between previous experiences and reading selections. GRADE: The opportunity to make connections can be found in Passage Comprehension #9-12, GRL Worksheets: 3PC-W01a to 3PC-W02, 3PC-W03, 3PC-W04b, 3PC-W05a to 3PC-W05b Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages c) Ask and answer questions about what is read. GRADE: The opportunity to answer questions can be found in Passage Comprehension #9-12, GRL Worksheets: 3PC-W01a to 3PC-W02, 3PC-W03, 3PC-W04b, 3PC-W05a to 3PC-W05b GRADE: Group Reading and Diagnostic Evaluation Form A 19

27 GRADE 3 ENGLISH STANDA RDS OF LEARNING LEVEL 3 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages d) Draw conclusions. GRADE: Passage Comprehension #12, 18, 19, 24 GRL Worksheets: 3PC-W03a to 3PC-W03c Booklists: Drawing Conclusions RFI: Pages e) Organize information and events logically. GRL Worksheets: 3PC-W04b, 3SC-W01a to 3SC-W05d Booklists: Chapter Books, Phonics/Decoding, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences f) Summarize major points found in nonfiction materials. GRADE: Passage Comprehension #9, 11, 19, 20, 22 GRL Activities: 3PC-A01a to 3PC-A01e, 3PC-A01g, 3PC-A01i GRL Worksheets: 3PC-W05a to 3PC-W05 Booklists: Chapter Books RFI: Pages g) Identify the characteristics of biographies and autobiographies. h) Compare and contrast the lives of two persons as described in biographies and/or autobiographies. VIRGINIA ENGLISH LANGUAGE ARTS GRADE 4 ENGLISH STANDA RDS OF LEARNING STRAND: ORAL LANGUAGE STANDA RD 4.1 The student will use effective oral communication skills in a variety of settings. Oral language falls outside the scope of GRADE. STANDA RD 4.2 The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary. b) Listen to and record information. GRADE: Listening Comprehension #1-17 GRL Activities: 4LC-A01a to 4LC-A09b c) Organize information for clarity. STRAND: READING STANDA RD 4.3 The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. LEVEL 4 GRADE, GROUP RESOUR CE LIB RA R Y, RFI GRADE: Vocabulary #1-35 Sentence Comprehension #1-19 Passage Comprehension #1-28 GRL Activities: 4SC-A01 to 4SC-A04d GRL Worksheets: 4VOC-W01a to 4PC-W07c, 4SC-W01a to 4SC-W04b GRADE: Group Reading and Diagnostic Evaluation Form A 20

28 GRADE 4 ENGLISH STANDA RDS OF LEARNING LEVEL 4 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages b) Explain words with multiple meanings. GRL Worksheets: 4VOC-W03a to 4VOC-W03c, 4SC-W01a to 4SC-W01b c) Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words. d) Use word-reference materials, including the glossary, dictionary, and thesaurus. STANDA RD 4.4 The student will read and demonstrate comprehension of fiction. a) Explain the author s purpose. b) Describe how the choice of language, setting, and information contributes to the author s GRL Activities: 4V)C-A02, 4VOC-A05, 4VOC-A07a to 4VOC-A07c GRL Worksheets: 4VOC-W01a to 4VOC-W01c, 4VOC-W03a to 4VOC-W03c, 4VOC-W07a to 4VOC-W07e GRADE: Passage Comprehension #26 GRL Worksheets: 4PC-W05e GRL Worksheets: The opportunity to explore purpose can be found in 4PC- W05e purpose. c) Compare the use of fact and fantasy in historical fiction with other forms of literature. GRADE: Passage Comprehension #1-23 GRL Worksheets: Historical Passages: 4PC-W03a to 4PC-W03b d) Identify major events and supporting details. GRADE: Passage Comprehension #1-23 GRL Worksheets: 4PC-W02a to 4PC-W02b, 4PC-W04 Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages e) Describe the relationship between text and previously read materials. GRL Worksheets: Not required but can be discussed in 4PC-W02a to 4PC- W02b, 4PC-W04, 4PC-W05e Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages f) Identify sensory words. GRADE: Passage Comprehension #1, 7 GRL Activities: GRL Worksheets: 4PC-W04 STANDA RD 4.5 GRADE: The opportunity to use text organizers can be found in Passage The student will read and demonstrate comprehension of nonfiction. Comprehension # a) Use text organizers, such as type, headings, and graphics, to predict and categorize GRL Worksheets: 4PC-W01a to 4PC-W01c, 4PC-W02a to 4PC-W02b, 4PCinformation. W03a to 4PC-W03b, 4PC-W05a to 4PC-W05d, 4PC-W05f to 4PC-W05k, 4PC-W06a to 4PC-W06b Booklists: Chapter Books RFI: Pages b) Formulate questions that might be answered in the selection. GRADE: The opportunity to use text organizers can be found in Passage GRADE: Group Reading and Diagnostic Evaluation Form A 21

29 GRADE 4 ENGLISH STANDA RDS OF LEARNING LEVEL 4 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Comprehension # GRL Worksheets: 4PC-W01a to 4PC-W01c, 4PC-W02a to 4PC-W02b, 4PC- W03a to 4PC-W03b, 4PC-W05a to 4PC-W05d, 4PC-W05f to 4PC-W05k, 4PC-W06a to 4PC-W06b Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences c) Explain the author s purpose. GRADE: Passage Comprehension #26 GRL Worksheets: 4PC-W05i to 4PC-W05j d) Make simple inferences, using information from texts. GRADE: Passage Comprehension #24, 25, 27 GRL Activities: 4SC-A02 GRL Worksheets: 4PC-W01b, 4PC-W02c, 4PC-W05b to 4PC-W05d, 4PC- W05h Booklists: Making Inferences RFI: Pages e) Draw conclusions, using information from texts. GRADE: Passage Comprehension #20, 24, 27 GRL Worksheets: PC-W02c Booklists: Drawing Conclusions RFI: Pages f) Summarize content of selection, identifying important ideas and providing details for each important idea. GRADE: Passage Comprehension #20-28 GRL Worksheets: 4PC-W01a to 4PC-W01c, 4PC-W02c, 4PC-W03a to 4PC- W03b, 4PC-W05a to 4PC-W05d, 4PC-W05f to 4PC-W05k, 4PC-W06a to 4PC-W06b Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages g) Describe relationship between content and previously learned concepts or skills. GRL Activities: Relating concepts: 4LC-A08a to 4LC-A08e h) Distinguish between cause and effect and between fact and opinion. GRL Activities: Cause & Effect: 4SC-A01; Fact/Fiction: 4LC-A02 Booklists: Cause & Effect i) Identify new information gained from reading. With teacher support: GRADE: Passage Comprehension #20-28 GRL Worksheets: The opportunity to identify new information gained from reading nonfiction can be found in 4PC-W01a to 4PC-W01c, 4PC-W02c, 4PC- W03a to 4PC-W03b, 4PC-W05a to 4PC-W05d, 4PC-W05f to 4PC-W05k, 4PC-W06a to 4PC-W06b. Booklists: Chapter Books, Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences GRADE: Group Reading and Diagnostic Evaluation Form A 22

30 GRADE 5 ENGLISH STANDA RDS OF LEARNING STRAND: ORAL LANGUAGE STANDA RD 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities. STANDA RD 5.2 The student will use effective nonverbal communication skills. a) Maintain eye contact with listeners. b) Use gestures to support, accentuate, and dramatize verbal message. c) Use facial expressions to support and dramatize verbal message. d) Use posture appropriate for communication setting. STRAND: READING STANDA RD 5.4 The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meaning of unfamiliar words. LEVEL 5 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Oral language falls outside the scope of GRADE. Listening Comprehension is assessed in GRADE: Listening comprehension #1-17 GRL Activities: 5LC-A-1a to 5LC-A09b GRADE: Listening comprehension #1-17 GRL Activities: 5LC-A-1a to 5LC-A09b GRADE: Vocabulary #1-35 Sentence Comprehension #1-19 Passage Comprehension #1-30 GRL Activities: 5VOC-A01 to 5VOC-A07c, 5SC-A01 to 5SC-A05b GRL Worksheets: 5VOC-W01a to 5VOC-W09c, 5PC-W-1 to 5PC-W09c, 5SC-W01a to 5SC-W02b Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages GRADE: Group Reading and Diagnostic Evaluation Form A 23

31 GRADE 5 ENGLISH STANDA RDS OF LEARNING LEVEL 5 GRADE, GROUP RESOUR CE LIB RA R Y, RFI b) Use knowledge of root words, prefixes, and suffixes. GRADE: Vocabulary #1-35 Sentence Comprehension #1-19 Passage Comprehension #1-30 GRL Activities: GRL Worksheets: 5VOC-W06a to 5VOC-W06b, 5VOC-W08a to 5VOC-W08c Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages c) Use dictionary, glossary, thesaurus, and other word-reference materials. STANDA RD 5.5 The student will read and demonstrate comprehension of fiction. a) Describe the relationship between text and previously read materials. Not required but can be discussed with teacher support: GRADE: Passage Comprehension #6-10, GRL Worksheets: 5PC-W02c, b, d, e; 5PC-W03a, b, d; 5PC-W04a to 5PC- W04d Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences b) Describe character development in fiction and poetry selections. Not required but can be discussed with teacher support: GRL Worksheets: 5PC-W06a to 5PC-W06b Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences c) Describe the development of plot and explain how conflicts are resolved. d) Describe the characteristics of free verse, rhymed, and patterned poetry. The opportunity to discuss this concept can be found in: GRL Worksheets: 5PC-W06a to 5PC-W06b e) Describe how an author s choice of vocabulary and style contributes to the quality and enjoyment of selections. STANDA RD 5.6 The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. GRL Worksheets: 5PC-W04a The opportunity to use text organizers can be found in the following: GRADE: Passage Comprehension #1-5, 16-20, GRL Worksheets: 5PC-W02c, 5PC-W03c, 5PC-W05a to 5PC-W05e, 5PC- W07a to 5PC-W07b, 5PC-W08a to 5PC-W08d Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages b) Identify structural patterns found in nonfiction. c) Locate information to support opinions, predictions, and conclusions. GRADE: Passage Comprehension #1-5, 16-20, GRL Worksheets: 5PC-W03a to 5PC-W03d, 5PC-W05a to 5PC-W05e, 5PC- W07a to 5PC-W07b, 5PC-W08a to 5PC-W08d Booklists: Drawing Conclusions, Making Inferences GRADE: Group Reading and Diagnostic Evaluation Form A 24

32 GRADE 5 ENGLISH STANDA RDS OF LEARNING LEVEL 5 GRADE, GROUP RESOUR CE LIB RA R Y, RFI d) Identify cause-and-effect relationships. GRADE: Passage Comprehension #3, 27 GRL Worksheets: 5PC-W01 Booklists: Cause & Effect e) Identify compare-and-contrast relationships. GRADE: Passage Comprehension #12 Booklists: Compare & Contrast f) Skim materials to develop a general overview of content and to locate specific information. GRADE: Passage Comprehension #1-5, 16-20, GRL Worksheets: 5PC-W03a to 5PC-W03d, 5PC-W05a to 5PC-W05e, 5PC- W07a to 5PC-W07b, 5PC-W08a to 5PC-W08d Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences g) Identify new information gained from reading. With teacher support: GRADE: Passage Comprehension #1-5, 16-20, GRL Worksheets: 5PC-W03a to 5PC-W03d, 5PC-W05a to 5PC-W05e, 5PC- W07a to 5PC-W07b, 5PC-W08a to 5PC-W08d Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences GRADE: Group Reading and Diagnostic Evaluation Form A 25

33 GRADE 6 ENGLISH STANDA RDS OF LEARNING STRAND: ORAL LANGUAGE STANDA RD 6.1 The student will analyze oral participation in small-group activities. STANDA RD 6.2 The student will listen critically and express opinions in oral presentations. a) Distinguish between fact and opinion. GRL Worksheets: 6PC-W02 b) Compare and contrast viewpoints. Concept of compare/contrast: GRL Booklist: Compare & Contrast c) Present a convincing argument. d) Paraphrase what is heard. e) Summarize what is heard. LEVEL 6 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Oral language falls outside the scope of GRADE. Listening Comprehension is assessed in GRADE: Listening comprehension #1-17 GRL Activities: 6LC-A01a to 6LC-A011b f) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose. STRAND: READING STANDA RD 6.3 The student will read and learn the meanings of unfamiliar words and phrases. a) Identify word origins, derivations, and inflections. b) Identify analogies and figurative language. GRADE: Passage Comprehension #13, 17, 29 GRL Activities: 6VOC-A06, 6SC-A01 GRL Worksheets: 6VOC-W01a to 6VOC-W01b, 6VOC-W05a to 6VOC- W05b, 6PC-W05 c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. GRADE: Vocabulary #1-35 Sentence Comprehension #1-19 GRADE: Group Reading and Diagnostic Evaluation Form A 26

34 GRADE 6 ENGLISH STANDA RDS OF LEARNING LEVEL 6 GRADE, GROUP RESOUR CE LIB RA R Y, RFI Passage Comprehension #1-30 GRL Activities: 6SC-A01 to 6SC-A07d GRL Worksheets: 6VOC-W01a to 6VOC-W010c, 6PC-W01 to ^PC-W08b, 6SC-W01a to 6SC-W02i d) Use word-reference materials. GRL Activities: 6VOC-A08b to 6VOC-A08c STANDA RD 6.4 GRADE: Passage Comprehension #1-30 The student will read and demonstrate comprehension of a variety of fiction, narrative GRL Worksheets: 6PC-W01a to 6PC-W08b nonfiction, and poetry. Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, a) Identify the elements of narrative structure, including setting, character, plot, conflict, and Making Inferences theme. b) Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes. GRADE: Passage Comprehension #1-30 GRL Worksheets: 6PC-W01a to 6PC-W08b Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences RFI: Pages c) Describe the images created by language. GRADE: Passage Comprehension #13, 17, 29 GRL Activities: 6VOC-A06, 6SC-A01 GRL Worksheets: 6VOC-W01a to 6VOC-W01b, 6VOC-W05a to 6VOC- W05b, 6PC-W05 RFI: Pages d) Describe how word choice and imagery contribute to the meaning of a text. GRL Worksheets: 6PC-W05 e) Describe cause-effect relationships and their impact on plot. GRADE: Passage Comprehension #6-8, 18 GRL Activities: 6SC-A02 GRL Worksheets: 6PC-W01a to 6PC-W08b Booklists: Cause & Effect f) Use information stated explicitly in the text to draw conclusions and make inferences. GRADE: Passage Comprehension #1, 2, 7-9, 13-15, 25, 30 GRL Activities: 6SC-A05 GRL Worksheets: 6PC-W01a to 6PC-W08b Booklists: Drawing Conclusions, Making Inferences RFI: Pages g) Explain how character and plot development are used in a selection to support a central conflict or story line. h) Paraphrase and summarize the main points in the text. GRADE: Passage Comprehension #5, 10, 12, 19, 22 GRL Worksheets: 6PC-W04a to 6PC-W04b With teacher support: Booklists: Cause & Effect, Compare & Contrast, Drawing Conclusions, Making Inferences GRADE: Group Reading and Diagnostic Evaluation Form A 27

35 GRADE 6 ENGLISH STANDA RDS OF LEARNING LEVEL 6 GRADE, GROUP RESOUR CE LIB RA R Y, RFI RFI: Pages Appendix A Synopsis of the Scientific Research Base GRADE has a very thorough and complete scientific research base that meets the U.S. Department of Education Reading First Guidance specifications. For each content area of GRADE, the following document shows the rationale for the content area and the exact research references used to support the area. Overall Content Area Rationale References Learning to read is not a singular, unidimensional process. It progresses by a series of benchmarks, each representing different kinds of learning tasks, which are generally sequential but tend to overlap. To measure reading, one needs to look at what is a developmentally appropriate activity for a student at each stage of the process. National Reading Panel. (2000, April). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No ). Retrieved July 27, 2001, from Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). GRADE: Group Reading and Diagnostic Evaluation Form A 28

36 Content Area Rationale References Preventing reading difficulties in young children. Washington, DC: National Academy Press. Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill. Spache, G. D. & Spache, E. B. (1973). Reading in the elementary school (3rd ed.). Boston: Allyn and Bacon, Inc. Gibson, E. J. (1965, May 21). Learning to read. Science, 148, Grossen, B. (1998). 30 years of research: What we now know about how children learn to read (National Institute of Child Health and Human Development Report). Retrieved April 21, 1998, from Herr, S. E. (1970). Learning activities for reading (2nd ed.). Dubuque, IA: Wm. C. Brown Company Publishers. Listening Comprehension (all levels) Importance of recognizing individual differences in students so instruction can be more effective Reading is a receptive language skill. Betts, E. A. (1946). Foundations of reading instruction. New York: American Book Company. Peverly, S.T. & Kitzen, K.R. (1998). Curriculum-based assessment of reading skills: Considerations and caveats for school psychologists. Psychology in Schools, 35(1), Johnson, D.J. (1994). Measurement of listening and speaking. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp ). Baltimore: Paul H. Brookes Publishing Co. Blachman, B.A. (1991). Getting ready to read: Learning how print maps to speech. In J. F.Kavanagh (Ed.), The language continuum: From infancy to literacy. Timonium, MD: York Press. GRADE: Group Reading and Diagnostic Evaluation Form A 29

37 Content Area Rationale References Word Meaning/Vocabulary (Levels 1 A) Determining the grade or reading level of the target words Harris, A. J., & Jacobson, M.D. (1982). Basic reading vocabularies. New York: Macmillan. Taylor, S. E., Frankenpohl, H., White, C. E., Nieroroda, B. W., Browning, C. L., & Birsner, E. P. (1989). EDL core vocabularies in reading, mathematics, science, and social studies. Austin, TX: Steck-Vaughn Company. Importance of vocabulary in overall reading ability Rupley, W. H., Logan, J. W., & Nichols, W. D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, Cassidy, J. & Cassidy, D. (1999/2000, December/January). What s hot, what s not for Reading Today, pp. 1, 28. Sentence Comprehension (Levels 1 A) Passage Comprehension (Levels 1 A) Development and growth of reading skills. Determining the grade or reading level of the target word and the highest-level word in the sentence. Importance of metacognitive strategies associated with the educational objectives identified by Bloom s taxonomy of level of learning in reading unfamiliar text Differences in ability to pay attention to decoding and comprehension based on development Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, XXI, Harris, A. J., & Jacobson, M.D. (1982). Basic reading vocabularies. New York: Macmillan. Taylor, S. E., Frankenpohl, H., White, C. E., Nieroroda, B. W., Browning, C. L., & Birsner, E. P. (1989). EDL core vocabularies in reading,mathematics, science, and social studies. Austin, TX: Steck-Vaughn Company. Bloom, B. S. (Ed.). (1956, 1984). Taxonomy of educational objectives: Book 1, cognitive domain. New York: Longman. Palincsar, A. S., & Brown, A. L. (1986, April). Interactive teaching to promote independent learning from text. The Reading Teacher, 39, Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. In S. J. GRADE: Group Reading and Diagnostic Evaluation Form A 30

38 Content Area Rationale References Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed.; pp ). Newark, Word Reading (Levels 1 3) Determining the grade or reading level of target and distractor words DE: International Reading Association. Harris, A. J., & Jacobson, M.D. (1982). Basic reading vocabularies. New York: Macmillan. Taylor, S. E., Frankenpohl, H., White, C. E., Nieroroda, B. W., Browning, C. L., & Birsner, E. P. (1989). EDL core vocabularies in reading, mathematics, science, and social studies. Austin, TX: Steck-Vaughn Company. Performance on sight words may be an indication of a phonological deficit Influence of knowledge of sound symbol mapping in developing word recognition skills Brown, G. D. A. (1997). Connectionism, phonology, reading, and regularity in developmental dyslexia. Brain and Language, 59, Moats, L. C. (1999, June). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. Retrieved July 23, 2001, from National Reading Panel. (2000, April). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No ). Retrieved July 27, 2001, from Pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases of learning to read words Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, Importance of sound symbol mapping and recognition of frequently occurring spelling patterns How speed of word recognition influences fluency Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press. Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading GRADE: Group Reading and Diagnostic Evaluation Form A 31

39 Content Area Rationale References fluency: Techniques for making decoding automatic. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed.; pp ). Newark, DE: International Reading Association. Sound Matching (Levels P & K) Rhyming (Levels P & K) Relationship with comprehension Phonological awareness is an underlying and critical dimension to early reading success and explains significant differences between good and poor readers Sensitivity to speech sounds can be assessed in young preschool children Relationship with learning the sound-symbol correspondence of the alphabetic code Phonograms used were based on rank order of frequency in monosyllabic words Importance of onsets and rimes Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., et al. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, Smith, S. B., Simmons, D. C., & Kameenui, E. J. (1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition (Tech. Rep. No. 21). Retrieved July 27, 2001, from Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of phonological sensitivity in 2- to 5- year-old children. Journal of Educational Psychology, 90, National Reading Panel. (2000, April). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No ). Retrieved July 27, 2001, from Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (2000). The reading teacher s book of lists (4th ed.). Paramus, NJ: Prentice Hall. Juel, C., & Minden-Cupp, C. (1999). Learning to read words: Linguistic units and strategies (CIERA Report # 1-008). Ann Arbor, MI: Center for the Improvement of Early Reading GRADE: Group Reading and Diagnostic Evaluation Form A 32

40 Content Area Rationale References Achievement. Letter Recognition (Level K) Phoneme-Grapheme Correspondence (Level K) Tasks best suited to measure phonological awareness vary across development Importance of phonemic awareness in reading comprehension. Knowledge of letter names used to learn the important sound-symbol correspondences Relationship with acquisition of word decoding skills Learning to read has three sequential phases: differentiating graphic symbols, decoding letters to sounds, and using progresssively high-order units of structure Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel s meta-analysis. Reading Research Quarterly, 36, Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, Catts, H. W. (1999, May). Phonological awareness: Putting research into practice. American Speech-Language-Hearing Association, Special Interest Division 1, Language Learning and Education Newsletter 6(1), Gibson, E. J. (1965, May 21). Learning to read. Science, 148, GRADE: Group Reading and Diagnostic Evaluation Form A 33

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