Kindergarten. STATE GOAL 1: Read with understanding and fluency.

Transcription

1 Kindergarten STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.Kc Demonstrate understanding of concepts about print (i.e., words, letters, spacing between words, and left to right). 1.A.Kd Demonstrate phonological awareness (i.e., rhymes and alliterations). 1.A.Ke Demonstrate phonemic awareness (i.e., segmenting and blending syllables and phonemes, and substituting sounds). 1.A.Kf Demonstrate alphabet knowledge (i.e., recognizes letters and their most common sounds). 1.A.Kg Read one syllable and high frequency words. B. Apply reading strategies to improve understanding and fluency. 1.B.Ka Make predictions based on cover, title, and pictures. 1.B.Kb Connect text to prior experiences and knowledge. C. Comprehend a broad range of reading materials. 1.C.Ka Retell information from a story. 1.C.Kb Respond to simple question about reading. 1.C.Kc Compare/contrast a variety of literary works. 1.A.Kf Demonstrate alphabet knowledge (i.e., recognizes letters and their most common sounds).

2 STATE GOAL 2: Read and understand literature representative of various societies, eras, and ideas. A. Understand how literary elements and techniques are used to convey meaning. 2.A.K Understand the structure of a story. B. Read and interpret a variety of literary works. 2.B.Kc Comprehend and respond to fiction and non-fiction. STATE GOAL 3: Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization, and structure. 3.A.Kb Write words based on how they sound, using initial consonants and some ending sounds. B. Compost well-organized and coherent writing for specific purposes and audiences. 3.B.K Represent stories through pictures, dictation, written words, and play. STATE GOAL 4: Listen and speak effectively in a variety of situations. A. Listen effectively in formal and informal situations. 4.A.Kc Respond appropriately to information and ideas conveyed orally.

3 B. Speak effectively using language appropriate to the situation and audience. 4.B.Ka Use language to communicate needs and wants. 4.B.Kb Use expanded language and vocabulary for a variety of purposes. The following Essentials Learning Outcomes have be extracted for the Illinois Early Learning Standards provided by the Illinois State Board of Education: Division of Early Childhood Education.

4 First Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. Targeted Performance Descriptors 1.A.4 Recognize high frequency sight words including environmental prints (but not including words the child can read using phonics). 1.A.7 Begin to recognize miscues that interfere with meaning and use selfcorrecting strategies. 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. B. Apply reading strategies to improve understanding and fluency. 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. Targeted Performance Descriptors 1.B.10 Interpret age-appropriate figurative language. 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). 1.B.1d Read age-appropriate material aloud with fluency and accuracy.

5 C. Comprehend a broad range of reading materials. 1.C.1a Use information to form questions and verify predictions. Targeted Performance Descriptors 1.C.2 Ask questions to seek elaboration of illustrations or portions of text and to monitor comprehension (e.g., ask why a character would do something, ask for clarification of something). 1.C.1b Identify important themes and topics. Targeted Performance Descriptors 1.C.6 Identify the author s purpose and the main idea. 1.C.7 Compare an author s information with student s knowledge of self, work, and other texts in non-fiction text. 1.C.10 Recognize and discuss the structure of a story in sequential order. STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Apply word analysis and vocabulary skills to comprehend selections. 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works. Targeted Performance Descriptors 2.A.5 Distinguish between real and make believe.

6 B. Read and interpret a variety of literary works. 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. Targeted Performance Descriptors 2.B.5 Make simple connections from the story to events or people in their own lives. 2.B.6 Compare two books by the same author. 2.B.7 Discuss several books on the same topic. 2.B.1c Relate character, setting and plot to real-life situations.

7 Second Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. B. Apply reading strategies to improve understanding and fluency. 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). 1.B.1d Read age-appropriate material aloud with fluency and accuracy. C. Comprehend a broad range of reading materials. 1.C.1a Use information to form questions and verify predictions. 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence). 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation.

8 STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. B. Read and interpret a variety of literary works. 2.B.1c Relate character, setting and plot to real-life situations.

9 Third Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. B. Apply reading strategies to improve understanding and fluency Activate prior knowledge to establish purpose for reading a given passage Identify probable outcomes or actions Use information in illustrations to help understand a reading passage. C. Comprehend a broad range of reading materials Determine the answer to a literal or simple inference question regarding the meaning of a passage Distinguish the main ideas and supporting details in any text Identify the main idea of a selection when it is not explicitly stated (e.g., by choosing the best alternative title from among several suggested for a given passage) Identify or summarize the order of events in a story

10 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge Differentiate between fact and opinion Determine whether a set of simple instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing) Identify the author s purpose for writing a fiction or nonfiction text, (e.g., to entertain or to inform). STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning Explain outcomes using the following literary elements: problem/conflict, resolution Determine what characters are like by what they say or do by how the author or illustrator portrays them Determine character motivation Identify the following forms and genres: short story, poem, fairy tale, tall tale, fable, nonfiction, and essay.

11 Fourth Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., precooked, realistic) Determine the meaning of unknown compound words by applying knowledge of known individual words (e.g., watchman) Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. B. Apply reading strategies to improve understanding and fluency Determine the purpose of features of informational text (e.g., bold print, key words, graphics) Distinguish between minor and significant details in a passage. C. Comprehend a broad range of reading materials Determine the answer to a literal or simple inference question regarding the meaning of a passage Distinguish the main ideas and supporting details in any text.

12 Identify the main idea of a selection when it is not explicitly stated (e.g., by choosing the best alternative title from among several suggested for a given passage) Summarize a story passage or text, or identify the best summary Identify or summarize the order of events in a story Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge Differentiate between fact and opinion Determine whether a set of complex instructions or procedures is complete and, therefore, clear (e.g., if incomplete, identify what is missing). STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning Identify events important to the development of the plot and subplot Identify author s message Compare stories to personal experience, prior knowledge, or other stories Determine what characters are like by what they say or do by how the author or illustrator portrays them Identify and interpret figurative language (e.g., metaphor, simile, idiom) Identify examples of poetic devices using sound, (e.g., alliteration, onomatopoeia, rhyme scheme, consonance) Identify the following forms and genres: myth or legend, short story, folk tale, nonfiction, poem.

13 Fifth Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections Determine the meaning of an unknown word using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list) (e.g., using knowledge of the suffix ian to determine the meaning of guardian) Determine the meaning of an unknown word using word, sentence, and cross-sentence clues Determine the correct use of homonyms, idioms, and analogies using context clues. B. Apply reading strategies to improve understanding and fluency Identify probable outcomes or actions Distinguish between minor and significant details in a passage Demonstrate understanding by using sophisticated graphic organizers (e.g., cause-effect organizers, semantic webs) to represent passage content Identify cause and effect organizational patterns in fiction.

14 C. Comprehend a broad range of reading materials Determine the answer to a literal or simple inference question regarding the meaning of a passage Distinguish the main ideas and supporting details in any text Summarize a story or nonfiction passage, or identify the best summary Identify or summarize the order of events in a story or nonfiction account Identify the causes of events in a story or nonfiction account Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Differentiate between fact and opinion Determine the author s purpose for writing a fiction or nonfiction text (e.g., to entertain, to inform, to persuade). STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning Differentiate among the literary elements of plot, character, setting, and theme Identify events important to the development of the plot and subplot Compare stories to personal experience, prior knowledge, or other stories Determine what characters are like by what they say or do by how the author or illustrator portrays them Determine character motivation.

15 Determine the causes of characters actions (other than motivation) Identify and interpret figurative language (e.g., metaphor, alliteration, personification) Identify the following subcategories of genres: science fiction, historical fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay Identify whether a given passage is narrative, persuasive, or expository.

16 Sixth Grade STATE GOAL 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list) Given words that are spelled alike, identify them as homonyms Determine the meaning of an unknown word using word, sentence, and cross-sentence clues Determine the meaning of a word in context when the word has multiple meanings. B. Apply reading strategies to improve understanding and fluency Make and verify predictions based on prior knowledge and text Identify probable outcomes or actions Identify the structure and format of text, including graphics and headers (e.g., persuasive, informational) Use information in charts, graphs, diagrams, maps, and tables to help understand a reading passage Locate and interpret information found in headings, graphs, and charts Identify explicit and implicit main ideas Identify cause and effect organizational patterns in fiction and nonfiction.

17 C. Comprehend a broad range of reading materials Determine the answer to a literal or simple inference question regarding the meaning of a passage Distinguish the main ideas and supporting details in any text Summarize a story or nonfiction passage, or identify the best summary Identify or summarize the order of events in a story or nonfiction account Identify the causes of events in a story or nonfiction account Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Distinguish between fact and opinion Determine how illustrators use art to express their ideas. STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning Identify elements of fiction: plot, character, setting, theme, character foils Explain how plot, setting, character, and theme contribute to the meaning of a literary selection Interpret literary passages using the following element of literary structure: exposition Identify the author s message or theme Recognize points of view in narratives (e.g., first person).

18 Determine what characters are like by what they say or do by how the author or illustrator portrays them Determine character motivation Identify and interpret figurative language or literary devices: (e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration, personification) Explain how the literary devices (e.g., sensory detail, simile, rhyme, repetition, onomatopoeia, personification) contribute to the meaning of a literary selection. B. Read and interpret a variety of literary works Identify the following subcategories of genres: science fiction, historical fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay Identify whether a given passage is narrative, persuasive, or expository.